GR-6 Char. Ed. 1st-4th

1st
MATHEMATICS VI
Date: ___________
I. Objective:
Define expression.
II. Learning Content:
Defining expressions
References:
Materials:
BEC-PELC A.1.1.1
Enfolding Mathematics VI
activity card
III. Learning Experiences:

A. Preparatory Activity:
1. Drill: on Giving Terms of Phrases that Refer to Addition and Subtraction
Game: Name the Baby
Divide the class into 2 groups. Teacher gives an operation, say addition.
Each member of the groups simultaneously goes to the board and writes a term of phrase that
refers to the given operation.
2. Review
Let the pupils name the different Presidents of the Philippines. Shows them the pictures
of the different presidents and let them identify them.
B. Developmental Activities:
1. Motivation:
Why should we remember our past Presidents?
If we use expressions to describe the Presidents, we also use expressions in Mathematics,
to describe relationships between numbers and the operations being used.
2. Presentation:
Present the lesson using the activity cards bellow:
Word Phrases
Numerical Expressions
Twelve diminished by two
12 2
(Six times three) added to seven
(6 x 3) + 7
Eight added to the product of five and three
8 + (8 x 3 )
(Thirty-nine added to three) divided by seven
(39 + 3) 7
Ask: What are the mathematical terms used in the phrases? What terms denote addition?
Subtraction? Multiplication? Division?
3. Practice Exercises:
Write an expression for the following.
1. your age less three
2. your age plus nine
3. your age plus twice your age
4. Generalization:
What is an expression? How do you translate word phrases into an expressions?
5. Application
1. seventy five decreased by five.
2. fourteen divided by the sum of three and four.
3. triple the sum of eleven and six.
IV. Evaluation:
Which expressions is correct? Choose between A or B
1. The sum of eleven and nineteen
a. 11 x 19
b. 11 + 19
2. Eight decreased by five
a. 8 5
b. 8 x 5
3. Twelve plus thirty-six
a. 12 + 36
b. 12 x 36
V. Assignment:
Write 5 examples of mathematical phrases with their corresponding translation to numerical
expression.
MATHEMATICS VI
June 21, 2016
________________________________________________________________________
10:30 11:10
ACACIA
1:25-2:00
KAMAGONG
VIVI-
I. Objective:
Translate word phrases to numerical expressions
Translating mathematical phrases to expressions
References:
Materials:
BEC-PELC A.1.1.1
activity card

1. Drill on Giving Terms of Phrases that Refer to Multiplication or Division
Game: Name the Baby
Divide the class into 2 groups. Teacher gives an operation, say multiplication.
Each member of the groups simultaneously goes to the board and writes a term of phrase that
refers to the given operation.
2. Review
Let the pupils name the different Presidents of the Philippines. Shows them the pictures
of the different presidents and let them identify them.
1. Motivation:
Why should we remember our past Presidents?
If we use expressions to describe the Presidents, we also use expressions in Mathematics,
to describe relationships between numbers and the operations being used.
2. Presentation:
Activity Create your own
1. Each student in class thinks of 3 mathematical phrases involving at least 2 operations.
Ex. 25 more than the product of 6 and 4. Product of the sum and difference of 8 and 5.
2. Then he/she exchanges with a partner and translates the mathematical phrases into
expressions.
3. Check answers
1. your age plus nine

2. thrice your age
3. your age plus your seatmates age
4. Generalization:
What is an expression? How do you translate word phrases into an expression?
5. Application
1. eighty five decreased by twenty seven.
2. thirty six divided by the sum of three and four.
3. double the sum of twelve and eight.
IV. Evaluation:
Write the expressions for the following.
1. one more than the product of six and eight.
2. Seventy-five decreased by five
3. Fourteen divided by the sum of three and four
4. Triple the sum of eleven and six
5. twenty plus five less eight.
V. Assignment:
Write is thirteen years old. Helens father is four years more than twice her age.
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INSTRUCTION DECISION
MATHEMATICS VI
June 22, 2016
________________________________________________________________________
10:30 11:10
ACACIA
1:25-2:00
KAMAGONG
VIVI-
I. Objective:
Give the meaning of equation, exponent and base
Giving the meaning of equation, exponent and base
References:
Materials:
BEC-PELC A1.1.1
chart

1. Review/Drill:
Answer the following
a. 15 5
b. 9 + 7
16 8
8+2
c. 12 5
90 10
d. 9 x 7
8x6
2. Review
What is an expression? How do you translate word phrases into an expression?
1. Motivation:
1. Show pictures of the map of the Philippines and General Emilio Aguinaldo and let them
read the following sentences.
2. Ask them too which of the sentence is true or false. Let them tell why.
2. Presentation:
Activity 1:
Rhoda has to sew a tablecloth 9 dm by 9 dm for their square-shaped table in the living
room in preparation for Christmas. Express how big the area of the table cloth is.
1. Answering Guide Questions.
a. Who has to sew a table cloth?
b. What is the shape of their table?
c. Where is the table place?
2. Answering questions about the problem.
a. What is the mathematical phrase used in the problem? What expression can this be?
b. What number sentence best fits to the problem? 9 x 9 = N
c. What makes your sentence true? What sign is used to show that your sentence is
true?
3. Fixing Skills:
Complete the equation.
a. 18 - ___ = 5 + 6
___ = 11
b. ___ = 10 x ___
100 = 100
c. ___ 3 = 8
64 = 64
4. Generalization:
What is equation? Exponent? Base?
5. Application
Write YES or NO. Explain why you answer NO.
1. If N is 2, then 3N + 1 = 7
2. If A is 4, then 12 / A = 3 +2
IV. Evaluation:
Complete the equation to make a true statement.
1. P150 - ___ = P65
2. ___ 3 = 3 x 9
27 = ___
3. 9 x ___ = ___ x 27
54 = 54
V. Assignment:
1. Write an equation about the problem and make your statement true.
Marie is 30 years old. Her age is 5 x the age of her son. How old is her son?
2. Use the numerals less than 10 to make the equation true.
2 x __ = 12 - ___
5 x ___ = 28 +
___ = 36 ___
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MATHEMATICS VI
June 23, 2016
________________________________________________________________
10:30 11:10
1:25-2:00
I.
VI- ACACIA
VI- KAMAGONG
Objective:
Give the meaning of exponent and base

Giving the meaning of exponent and base
References: BEC-PELC A1.1.1.2, A.1.1.1.3
Materials:
Flashcards, chart, activity cards
1. Drill: Game: Think and Try
Can you find a pair of numbers whose sums are equal to their product?
Example: 2 + 2 = 2 x 2 = 4
Expected answers:
3 + 1.5 = 3 x 1.5 = 4.5
5 + 1.25 = 5 x 1.25 = 6.25
11 + 1.1 = 11 x 1.1 = 12.1
2. Review
What is an expression?
1. Motivation:
Ask: What are the different dreaded diseases? Today, we are going to read
something about cancer cells.
2. Presentation:
Day
Numbe
r
1
2
3
4
5
Expression in terms of
the number cells
2
2 (2)
2 (2) (2)
2 (2) (2) (2)
2 (2) (2) (2) (2)
Number cells
present
Read the selection (written on

the chart
)
2
4
8
16
32
What do you notice about the cancer cells from day 1 to day 10?
How is this obtained?
3. Fixing Skills:
Write the number using an exponent then answer.
1. 7 x 7 x 7 =
2. 8 x 8 x 8 x 8 x 8 x 8 =
3. 6 x 6 x 6 x 6 =
4. Two to the seventh power
4. Generalization:
What is the meaning of exponent and base?
5. Application:
Write the number using exponent then answer.
1. 3x3x3x3 =
2. 5x5x5x5x5 =
3. 4x4x4x4x =
IV. Evaluation:
Complete the following sentences.
1. In 53, ___ is the base and ____ is the exponent.
2. 62 is the exponent form of 6 x ____
3. 144 is the ____ power of 12.
V. Assignment:
Fill in the blanks.
1. 9 = 3 x 3 = 3
2. 16 = ___ x ___ = ____2
3. 8 = 2 x 2 x 2 = 2 -
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4. 102 = 10 x 10 = _____
5. 103 = ____ x _____ x ____ = _____
MATHEMATICS VI
June 24, 2016
________________________________________________________________
10:30 11:10
1:25-2:00
VI- ACACIA
VI- KAMAGONG
I. Objective:
Evaluate an expression with two different operations with exponents and
parenthesis/grouping symbols.
Evaluating an expression with two different operations with exponents and
References: BEC-PELC A1.1.1.3
Materials: Flashcards, illustrations, counters, charts
1. Mental Computation: Drill on multiplication Facts.
3x8
4x9
5x7 8x6 8x7 6x4 5x2
2x2
2. Review
Write the number using exponent then answer.
1. 3x3x3 =
2. 2x2x2x2x2 =
3. seven to second power
1. Motivation:
Have you ever used marbles in your games? After using the marbles
where do you place them?
2. Presentation:
Activity 1: Use of counters
Sample problem
Danny has specialized square tray of marbles. He has 2 sets of tray with 3
marbles on a side and 8 more in a bag. Danny says he has 36 marbles. Is the
right? Why?
1. Ask the following questions
a. Who has marbles?
b. Where does he keep the marbles?
2. Have each pair of pupil use counters to visualize the problem. Let them
answer the following questions.
a. What are the given data?
b. What are the operations to be used?
3. Lead each pair of pupils think aloud of a numerical expressions about the
problem.
3. Practice Exercises/Fixing Skills:
Evaluate the expressions
a. (9-4)2 x 43 b. (27 3) x 33
c. (16-7)2 - 23
4. Generalization:
Expected Question:
How do we evaluate an expression with two different operations, with
exponents and parenthesis/grouping symbols?
5. Application:
a. (6-3)2 x 4
b. (24 8) x 23
IV. Evaluation:
Evaluate the following expressions.
1. (80 + 220) 102
2. (2 + 32) x 5
3. (25 15)3 + 42
V. Assignment:
Evaluate the following expressions
a. ( 8 + 7 )2 20
b. 1002 (32 x 5)2
c. (42 7) x 23
d. (3 + 4)3 + 6
e. (7-3)3 x 52
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c. (11-7)2 - 23
MATHEMATICS VI
Date: ___________
I. Objective:
Evaluate an expression with two different operations without exponents and
Evaluate an expression with two different operations without exponents and
References: BEC-PELC II A .1.1.3
Materials: flashcards, chart
1. Mental Computation: Drill on giving the expression of the Situation.
a. 33
b. 22
c. 14
d. 23
2. Review:
Evaluate the following expression
a. (9-4)2 x 43 b. (27 3) x 33
c. (16-7)2 - 23
1. Motivation:
Ask the pupils about the occupation of their parents. Let them tell how
they help their parents earn a living
2. Presentation:
Activity 1:
Jethro is helping his mother in their store when a delivery man comes and
delivers 20 dozens of eggs at P42 a dozen. If the delivery man gives him
P160, how much is his money? Is he right asking for P260, if his money is
P1000? Why?
1. Ask the following questions:
a. Who helps mother in the store?
b. Who delivers dozens of eggs?
2. Have each pair of pupils act it out using play money and ask them to
answer the following:
a. What are the given data?
b. What are the operations to be used?
3. Lead each pair of pupils to think of an expressions related to the problem.
4. Let them evaluate the expressions they have formulated?
P160 + 20 x P42
P160 + P840
P1000 money of Jethro
Evaluate the expressions:
a. 8 + 4 2
b. 5 x 8 4 c. 65 91 7
d. 67 + 33 25
4. Generalization:
Expected Question:
How do we evaluate an expression with two different operations without
exponents and parenthesis/grouping symbols?
5. Application:
1. 7 x 8 + 30
3. 15 + 7 20
2. 12 - 8 x 4
4. 56 8 + 5
IV. Evaluation:
1. 4 x 3 + 8
3. 53 + 7 20
2. 84 3 x 4
4. 76 8 + 5
V. Assignment:
a. 8 x 15 9
b. 44 + 56 5
c. 67 + 3 x 9
d. 27 8 4
e. 3 x 8 6
5. 10 x 5 + 15
5. 3 x 5 + 25
MATHEMATICS VI
Date: ___________
I. Objective:
Evaluate an expression with more than 2 operations with exponents
Evaluating an expression with more than 2 operations with exponents
References:
Materials:
BEC-PELC II A.1.1.4
flashcards, charts

1. Drill: Basic facts of multiplication.
3x8
9x4
5x7
6x7
4x4
5x3
4x7
8x8
2. Review:
Evaluating the expressions

a. 3 x 4 + 1 =
c. ( 6 + 3 )+ 2 =
2
b. 6 + 3 =
d. ( 16 4 ) x 3 =
e. ( 15 + 3 ) x 2 =
1. Motivation:
What do you observe when somebody in your home is sick? Does he take medicine? It is
liquid or tablets? How are tablets kept?
2. Presentation:
Activity
Being asks her son to do his homework and looks at the notebook. She find the
following:
a. 6 + ( 2 x 7 + 52)
c. 5 x [24 2 x (10 8)2 10
b. 3 x ( 4 x 82 ) 10
d. (15 6 ) + (4 1) x 23
What operation must be used?

Which comes first? Second? Next last?
Which operation should be used first? Why? Second? Why?

a. (114 4) x 12 4)2 + 3
b. 16 + 82 (4 + 4)
c. (36 6) x (3 x 4)2 + 7
d. 122 x 30 + (890 2)
4. Generalization:
How do we evaluate an expressions with more than two operations with exponents and
parenthesis/grouping symbols?
5. Application:
Evaluate the expression.
3x4+97=
16 7 + 8 =
IV. Evaluation:
Evaluate the following expression.
1. (9-2) + 32 x 21)
3. 36 2 + 4 x (4-2)
2. (18 + 14) (6+2)
4. (36 6 ) + [32 x 2 + 7]
V. Assignment:
Evaluate the following expressions:
a. (34 4) x (75 52)
c. (38 7) + 6 (2 x 3)
b. (35 3) x 32 + 9
5. (72 + 15) x 4 (625 125)
MATHEMATICS VI
Date: ___________
I. Objective:
Evaluate an expression with more than 2 operations without exponents and parenthesis/ grouping
symbols.
Evaluate an expression with more than 2 operations without exponents and parenthesis/ grouping
symbols.
References:
Materials:
BEC-PELC II A.1.1.4
flashcards, charts, play money, counters

1. Drill: Basic facts of multiplication.
3x8
9x4
5x7
6x7
4x4
5x3
4x7
8x8
2. Review: Evaluating Expressions with 2 different operations without exponents and

Parenthesis/Grouping Symbols.
Example:
8 x 15 9 44 + 56 5
67 + 3 x 9
27 8 4
3x86
1. Motivation:
Have you ever been to the market? What do you see in the market?
2. Presentation:
Activity 1: Using Problem Opener
Lulu comes from the school with a heavy heart because of the homework she has.
Her elder brother gives her a helping hand to lighten the load she has. He has seen the
following.
Evaluate the expressions:
a. 12 3 + 18 6 x 3
b. 7 x 9 3 + 8
c. 18 12 6 + 7
a. 1200 200 x 4 8 + 9
b. 60 + 48 2 x 4
c. 12 + 19 x 6 4 7
4. Generalization:
How do we evaluate an expression with more than two operations without exponents and
parenthesis/grouping symbols?
5. Application:
1. 9 3 x 7 6 + 8
2. 3 x 8 + 5 2 x 3
IV. Evaluation:
1. 2 x 7 9 3 + 8
3. 4 x 15 5 + 6 4
2. 60 + 48 2 x 5
4. 7 x 9 3 7 + 8
V. Assignment:
Evaluate the following expressions:
a. 18 + 24 9 x 12
b. 15 + 9 x 8 7
c. 9 3 x 25 5 + 8
d. 7 3 + 45 3 x 5
e. 3 x 8 + 5 2 x 3
5. 6 x 4 + 7 8 2
MATHEMATICS VI
Date: ___________
I. Objective:
Evaluate an expression with more than two operations with or without exponents and parenthesis/
grouping symbols
Evaluate an expression with more than two operations with or without exponents and parenthesis/
grouping symbols
References:
Materials:
BEC-PELC II A.1.1.4
flashcards, charts, cross number puzzles

1. Drill: Basic facts of Multiplication.
7x8
4x9
8x5
4x4
3x9
6x7
2x8
3x8
2. Review:
Place parenthesis in the equation so that each equation will be a statement.
1. 16 7 + 8 = 1
3. 18 6 x 3 = 1
5. 12 2 + 4 = 2
2. 3 x 5 4 = 3
4. 16 7 + 8 =17
1. Motivation:
Do you like to go hunting? Lets have a word hunting game. (written on the chart)
2. Presentation:
a. Study the rules in the order of operations (written on the chart)
b. Ask:
1. What rules did we follow in sample 1? What did we do with the exponent in sample 2?
2. What are the rules for the order of operation when parenthesis, exponent, addition,
subtraction, multiplication and division are involved?
3. What should you remember in answering some exercises in mathematics?
3. Fixing Skills:
Simplify the expressions below and solve.
1. 36 2 x 22
3. ( 15 - 6 ) + (4 1) x 23
2. 6 2 + 1 x 4
4. 3 x [3 + 2 x (10-3)]
4. Generalization:
What rule you follow in evaluating expressions with more than two operations? State the
rule.
5. Application:
Simplify and solve.
1. (7 x 9) + (3 x 21)
2.
72 + [(8 + 2)x 6]
IV. Evaluation:
Simplify and solve
1. 63 7 + 5 + 22 6 + 3
2. 6 (2 x 7 + 52)
3. 3 x ( 4 + 82 ) 8
4. 37 + 3 x 2 6
5. 14 2 3 + 2 x 2
V. Assignment:
Answer the following questions
1. 10127 is one followed by how many zeros.
2. Find (x2)2 if x = 3
3. If your calculator does not an exponent key, can you use the definition of the exponent in 2 3 + 2 =
2 x 2 x 2 + 3? How?
MATHEMATICS VI
Date: ___________
I. Objective:
Solve 2 to 3 step word problems involving whole numbers.
Applying the order of operations in solving 2 to 3 step word problems.
References:
Materials:
BEC-PELC II A.1.1, 1.2.1, 1.2.2, 1.3

drill board, chart

1. Drill: Basic Facts of Multiplication
8x7
9x8
5x5
6x6
4x9
2x8
7x0
3x8
2. Review: Perform the indicated operations
a. (12+3) 7 = N
b. 4 (6 + 8) = N c. 25 5 + 9 = N
d. (18-4) (5+3) = N
1. Motivation:
What do you like to be when you grow up?
2. Presentation:
Read and study the problem below.
Mr. Gonzales put up a capital coming from the following:
Bank P250,000.00
Private P100,000.00
Personal Money + P150,000.00
The cause of merchandise he bought was P365, 273.00. How much was left from his
capital? Ask: Where did Mr. Gonzales get his capital? How much was the merchandise he
bought? Let us analyze the problem.
- What is asked?
- What facts are given?
- What is the hidden question?
- What operations are needed?
- What is the number sentence?
- What is the solution to the problem?
- Is the answers correct? Check.
3. Fixing Skills:
Analyze and solve the problem below.
A movie earned P5,470,568.00 in 27 theaters in Manila and P2,005,971.00 in 161 movie
houses in other parts of the country. Combining the two amounts, what was the average
income per theater from his movie?
4. Generalization:
What are the steps to follow in solving 2-3 steps words problems? What is the first thing
you need to know? Why?
IV. Evaluation:
Read the problem bellow and do what is asked?
The girls scout troop no. 131 collected 150kg of rice on the first week and 110kg on the second
week. Troop no. 250 collected 98kg and 100 kg on the first and second weeks respectively. If the rice
they collected will be distributed equally among 20 families of Mahabang Parang and 23 families of
Sitio Pinagpala, how many kg should each family receive?
1. Asked ____________
2. Hidden question 1 ____________
4. Step 1 ____________
5. Step 2 ____________
6. Step 3 ____________
7. Number sentence ____________
8. Solution ____________
9. Answer with the correct unit ____________
10. Check. ____________
V. Assignment:
Analyze and solve.
Mr. Cruz had P4,500.00. He spent P2,500.00 for food; P750 for transportation and P275.00 for
other expenses and divided the rest among his 5 brothers. How much was the share of each?
1. Asked ____________
4. Step 1 ____________
5. Step 2 ____________
6. Step 3 ____________
7. Number sentence ____________
8. Solution ____________
9. Answer with the correct unit ____________
10. Check if your answer make sense ____________
MATHEMATICS VI
Date: ___________
I. Objective:
Name a decimal for a given model.
Naming a decimal for a given model.
References:
Materials:
BEC-PELC I B 1.1, 1.2

grid paper, cube and blocks, meter sticks, coins, playing money

1. Drill:
1. Teacher show objects as presented below
2. Have the pupils identify the number of equal parts the whole is divided.
2. Review: Checking of assignment

3.
1. Motivation:
Problem Opener.
Tina went to her friends house. She took a jeepney in going there. But when she was
about to give the fare to the jeepney driver, she found out that she had only P4.95, and the
fare is P5.00. Would the jeepney driver accept his money? Why? Why not? If ou were Tina,
what will you do? What trait did Tina/driver shows?
2. Presentation:
Present the lesson thru the following:
Strategy 1 Working on Base Method
a. Group the class into 4
b. Each group work on every base.
c. They have to do the tasks asked in every base in given time.
Base 1: Place coins and paper bills of different denominations.
Task:
1. Identify the amount of the following set of coins and paper bills.
a.
c.
b.

Kyle and Sean assisted their mother in washing clothes by filling water for her. Kyle
filled 3/8 of the drum while Sean was able to fill 4/8 of the drum.
a. What fraction represented the part of the drum they filled with water?
b. What fraction of the drum filled by Kyle? By Sean?
c. How do you write 3/8 in decimal? 4/8 in decimal?
d. Write it in words.
4. Generalization:
How did the models given to you helps you in understanding about decimals? Why?
5. Application:
Kyle and Sean assisted their mother in washing clothes by filing water for her. Kyle filled
3/8 of the drum while Sean was able to fill 4/8 of the drum.
a. What fraction represent the part of the drum they filled with water?
b. What fraction of the drum filled by Kyle? By Sean?
c. How do write 3/8 in decimal? 48 in decimal?
d.
IV. Evaluation:
Work in pairs
Make an illustration of decimal expressions using the following models:
1. cube
3. money
flats and longs
2. number line
4. regions
V. Assignment:
Using the models discussed, illustrate decimal expressions.
MATHEMATICS VI
Date: ___________
I. Objective:
Rename fractions whose denominators are power of 10 in decimal form.
Rename fractions whose denominators are power of 10 in decimal form.
References:
Materials:
BEC-PELC II B.2
flashcards, sheets of manila paper, meter stick

1. Drill:
Activity Naming the Equal Parts
Materials: Flashcards having region partitioned into equal parts.
Sample:
Answer: 6 equal parts
Mechanics:
a) Divide the class into 4 teams
b) The teacher flashes the cards.
c) Each member of the teams simultaneously goes to the board and writes the answer.
d) The teacher checks the answer.
e) The team having the most number of correct answers wins.
2. Review:
Checking of assignment
Name the fractional part shaded.
1. Motivation:
Have you ever used a meter stick or tape measure in your EPP project? What unit of
measure is used when you would like to get the length of a ribbon of yarn?
2. Presentation: Present the lesson thru the following:
Activity 1 Use of Number Line Through Meter Stick and Tables.
Sample:
The art teacher of Grade VI class asks her pupils to bring yellow yarn of 9/10 cm, green
yarn of 9/100 m. Rhoda says, she will bring yellow yarn of 0.9 cm, green yarn of 0.09 dm and
a red yarn of 0.009 m. is Rhoda wrong? Why?
1. Answering questions:
a. What yarns does the teacher ask her grade 6 pupils to bring? What different lengths
are these yarns?
2. Analyzing the problem
a. What does the problem ask you to look for?
b. What facts are given in the problem?
c. What are the data needed to solve the problem?

3. Fixing Skills:
Rename the fractions in decimal
1. 8/10
3. 30/100
2. 25/100
4. 125/1000
5. 3/10
4. Generalization:
How do you rename fractions whose denominators are power of 10 in decimal form?
5. Application:
Solve the problem.
Jethro has 25 one-centavo coins in his piggy bank. He writes in figures the money he has
as 25/100. How should he write this using peso sign?
IV. Evaluation:
Rename the fraction in decimal form.
1. 90/100
3. 8/10
2. 38/1000
4. 8/100
V. Assignment:
Rename the fraction in decimal form.
1. 7/10
6. 160 /1000
2. 7/100
7. 625/1000
3. 7/1000
8. 62/100
4. 16/100
9. 62/1000
5. 16/1000
10. 2/100
5. 78/1000
MATHEMATICS VI
Date: ___________
I. Objective:
Identify the value/place value of a digit in a given decimal.
Identifying the value/place value of a digit in a given decimal.
References:
Materials:
BEC-PELC II B.3, 3.1

chart, place value chart, flashcards

1. Drill: Basic Facts of Multiplication.
7x8
4x9
8x5
4x4
3x9
6x7
2x8
3x8
2. Review :
Game Brothers/Sisters, Where Are You?
Different cards bearing numbers phrases, fractions and decimals will be given to the pupils. Be
sure to have the complete set.
At the signal of Go by the teacher, the pupils will go around to find the value of the number
phrase/fraction/decimal he/she is holding.
The first set of pupils to find their brother/sister wins
1. Motivation:
When you see 5, what does it mean to you? How about .5? Do we read it simply as point
5? Is there a way of reading it correctly?
2. Presentation:
Activity 1 Pair Share
1. Put these boxes infront containing chips w/ numbers 0-9.

2. Teacher will ask as question, the group that can answer correctly will be the first to go in
front.
3. He/she should be blind folded while picking a chip.
4. His/her partner do the following.
a. read the number
b. write the number in symbols and in words.
5. A point will given to the group for every correct answer.
6. The teacher, then, repeat step 2-5.
3. Fixing Skills:
Give the value and place value of each digit.
1. 4397.482
3. 4.219
2. 123.7654
4. 743.2143
4. Generalization:
How do you know the value and place value of each digit in a given decimal?
5. Application:
Read:
96.3127
Identify the place value of each decimal numbers.
IV. Evaluation:
Write the following decimals in words then identify the value and the place value of the
underlined digit.
Value
Place Value
1. 3.2741
2. 43.0018
3. 135.30
4. 656.8743
5. 300.003
V. Assignment:
Follow the directions.
1. Form 5 decimal numbers out of digits 1, 2, 3, 4, 5, 6, 7, 8, 9.
2. Write each number in words.
3. Identify the value of each digit.
MATHEMATICS VI
Date: ___________
I. Objective:
Read and write decimals through ten thousandths.
Reading and writing decimals through ten thousandths.
References:
Materials:
BEC-PELC II B.3, 3.1

chart, place value chart, flashcards

1. Drill:
a. 15 5
b. 9 + 7
16 8
8+2
c. 12 5
90 10
d. 9 x 7
8x6
2. Review: Game Brothers/Sisters, Where Are You?

Different cards bearing numbers phrases, fractions and decimals will be given to the pupils. Be
sure to have the complete set.
At the signal of Go by the teacher, the pupils will go around to find the value of the number
phrase/fraction/decimal he/she is holding.
The first set of pupils to find their brother/sister wins.
1. Motivation:
When you see 5, what does it mean to you? How about .5? Do we read it simply as point
5? Is there a way of reading it correctly?
2. Presentation:
Write in numerals then identify the place value of each digit.
Ex. One and three thousand nine hundred eighty-four then thousandths.
a. One and eight thousand three hundred five hundred sixty-seven ten thousandths.
b. One and two thousand three hundred seventy-four thousandths.
c. Two and three hundred two ten thousandths.
3. Fixing Skills:
Read each situation then answer the questions that follow.
1. One meter is equal to 39 37/100 inches
a. Write 39 37/100 as decimals
b. Identify each place value and value of each digit.
4. Generalization:
How do we read decimal numbers? How do you read the decimal point?
5. Application:
Read:
15.8164
Identify the place value of each decimal numbers.
IV. Evaluation:
Write each in symbols, then give the value and place value of the underlined digit.
1. Five and three hundred then-thousandths.
2. Twenty-five and two hundred ten-thousandths.
3. Fifteen hundreds
V. Assignment:
Copy the decimals that have 5 in the ten-thousandths place. Give the value and place value of the
digit after the decimal point.
a. 5.5543
b. 19.5555
c. 6.4625
d. 5555
e. 3.4835
MATHEMATICS VI
Date: ___________
I. Objective:
Write decimals through ten thousands in different notations-standard and expanded notation.
Write decimals through ten thousands in different notations-standard and expanded notation.
References:
Materials:
BEC-PELC II.B.3.3
place value chart, drill boards, charts, cutouts

1. Drill Relay:
a. The class will be divided into groups of 10.
b. Each member of the group will given a card with fractions whose denominators are
power of 10.
c. When the teacher says Go, the pupil in front of the line will go to the board, and fill in
the table like this.
No.
Fraction
Decimal
1.
2.
3.
4.
5.
d. He then taps the next player to fill in the next number.
e. The teacher says Stop to signal that games is over.
2. Review: Pair share
a. Provide each group with activity cards.
b. Task:
Fill in the missing numbers to complete the expanded notation of the given numbers.
Example: 5,392 = (5x____) + (3x___) + (9x___) + (2x___)
= 5,000+___+____+____
1. Motivation:
Do you know the amount of air we breath in every activities we engage in?
2. Presentation:
Strategy Pair Share
1. Provide each group this activity card.
Activity
Amount of air with each breath
Resting
Seventy five hundredths liters
Light work
One and sixty two hundredths liters
Heavy work
Two and fourteen hundredths liters
2. Task: (for 5 mins. Only)

a. Using your place value chart, write the number on its proper position.
3. Present your work.
4. Teachers should give emphasis on writing decimals in standard and expanded form in 2
ways.
Fractional form:
48.8425 = (4 x 4 10/1) + (8 x 1/1) + (8 x 1/100) + (4 x 1/100) + (2 x 1/1000) + (5 x 1/1000)
3. Fixing Skills:
a. Write the decimal in standard notation.
1. ninety-three thousandths.
2. seventeen ten thousandths.
b. Write the decimal in expanded form, exponential or fractional.
1. 6.5327
3. 3.1065
2. 0.0081
4. 0.0345
4. Generalization:
How do you write decimals in standard form? Expanded form? What are the 2 ways of
writing decimals in expanded notation?
5. Application:
Write the decimal in expanded and exponential form.
1. 0.842
2.
39.473
3.
6.305
IV. Evaluation:
Write the following in standard and expanded forms.
1. four and nine tenths
2. thirty four thousands
3. twelve and four hundredths
V. Assignment:
Write in decimals in standard form.
1. Five thousand six hundred thirty eight ten thousands.
2. twenty-eight and seven thousand two hundred thirteen ten thousandths.
Write in decimals in expanded form.
3. 3.5968
4. 325.1927
5. 47.813
MATHEMATICS VI
Date: ___________
I. Objective:
Compare and order decimals through tent thousandths
Comparing and order decimals through tent thousandths
References:
Materials:
BEC-PELC II B.4
activity cards

1. Drill: Comparing numbers
Example:
2. Review:
Arranging number in ascending or descending order
1. Group the class with 5 remember each.
2. Each member of the group will be given card with numbers.
3. The teacher gives instruction to arrange themselves in ascending order then descending
order.
4. The first group to arrange themselves correctly and quickly wins the game.
1. Motivation:
Do you know the density of water at different temperature? Do you agree that water is
not lost? Why?
2. Presentation:
a. Strategy 1 Pair Share
1. Post the information on the board. The density of water at:
a. 0C is about 0.9999 grams per cubic cm
b. 20C is close o 0.9982 grams per cubic cm
c. 100C is near to 0.9584 grams per cubic cm
2. Task for each group:
a. Which is lesser?
0.9999 or 0.9982?
0.9584 or 0.9999?
b. If these decimals are to be arrange from:
- Least to greatest, which has the greatest value?
- Greatest to least, which has the least value?

c. They may use their place value chart to know exactly the value of the decimal
numbers given to them.
d. Have each pair present their output.
e. Teacher may give emphasis on the steps of comparing/ordering decimals?
3. Fixing Skills:
Write <, > or = on the blank to make the sentence true.
a. 0.1114 _______ 0.2202
c. 0.999 _______ 0.1000
b. 0.1090 _______ 0.1009
d. 4.8934 _______ 4.8943
4. Generalization:
How do you compare decimals? What are the relations symbols used in comparing
decimals? What are the steps in comparing and ordering decimals?
5. Application:
Read and solve.
Mother is going to the bank and she took you with her. While riding the jeepney, you
noticed that mother received P0.25 change while the one in front of you was given P0.50.
Whose change is smaller?
IV. Evaluation:
Order number from least to greatest.
1. 0.0990, 0.0099, 0.999, 0.90
2. 3.01, 3.001, 3.1, 3.011
3. 0.123, 0.112, 0.12, 0.121
V. Assignment:
Compare using >, < or =
1. 1.0340 _______ 1.034
2. 0.4897 _______ 0.4987
3. 0.0101 _______ 0.0101
4. 12.1202_______ 12.1220
5. 20.8976 _______ 20.8967
MATHEMATICS VI
Date: ___________
I. Objective:
Round decimals through ten thousands
Rounding decimals through ten thousands
References:
Materials:
BEC-PELC II B.5
activity cards

1. Drill:
1. Call 21 volunteer pupils and group them into n3.
2. Provide each group with number cards from 0-5 and a decimal point.
3. Each group will form the number given by the teacher.
Ex.
I am a 5-digit decimal number My tenths digit is twice my hundredths digit, and my
one's digit is the sum of my tenths and ten-thousandths digit. My thousandths digit is a
place value holder. (5.4201)
4. The first group to form the number correctly, wins the game.
2. Review:
Identifying Place value of underlined digit.
1. 0.3251
2. 2.01576
3.
3.54783
1. Motivation:
What percent is the molecules of carbon dioxide present in the earth's atmosphere?
2. Presentation:
a. Strategy 1 Pair Share
1. Provide each pair with activity card like:
Of the 100% total molecules present composition of the Earths atmosphere, only 0.0325
percent is carbon dioxide.
2. Ask:
a. What number is closest to 0.0325? Why? Why not?
b. What are other possible number closest to 0.0325?
c. What are the rule in rounding off decimal numbers?
Round off 29.8492 to nearest:
a. tenths
___________
b. ones
___________
c. hundredths
___________
d. thousandths
___________
e. tens
___________
4. Generalization:
How do you round off decimal numbers? What are the rules in rounding off decimal
numbers?
5. Application:
Round the following to the nearest underlined digit.
1. 6.8497
2. 2.0825
3. 29.0434
IV. Evaluation:
Round off following numbers to its underline digit.
1. 6.8497
3. 62.842
5. 0.8943
2. 2.0825
4. 29.0434
V. Assignment:
Complete the table.
MATHEMATICS VI
Date: ___________
I. Objective:
Estimate sums and differences of whole numbers and decimals
Estimate sums and differences of whole numbers and decimals
References:
Materials:
BEC-PELC II C.1
counters, paper bag, index card

1. Drill: Basic Facts of Multiplication.
7x8
4x9
8x5
4x4
2. Review:
Round off decimals to the nearest tenths
Example: a. 84.815
b. 2. 845
3x9
6x7
c. 6. 0125
2x8
3x8
d. 26.897
1. Motivation:
You were asked by your mother to buy some groceries after class. Without computing,
how would you know that the money given to you is enough or, not? Why?
2. Presentation:
a. Strategy 1 Role Playing
a. Divide the class into groups.
b. Provide an activity card to each group for them to act out or role play.
Ex.
Ron has P12, 720 in his savings account. He wants to buy a stereo and speakers
while they are on sale. The stereo cost P9,889.99 and the speakers cost P915.50.
About how much of his savings will be left after the purchase?
c. They have to act out also the following:
1. What information is given in the problem?
2. What should be done first so that Ron will have an idea of the following:
About how much he has to pay?
About how much will be left of his savings?
d. Have them compute the actual answer and compare it with the estimated answer.
e. Have each group present their work in front.
3. Fixing Skills:
Round off the nearest tenths ands solve for the answer.
4. Generalization:
How do you find the estimated sums and differences of whole numbers and decimals?
5. Application:
Solve the problem.
Luis has Php 250 for his daily allowances. He spent Php 95.50 for fare and Php 75.75 for
food and save the rest. About how much is his savings?
IV. Evaluation:
Arrange the number in column. Round off the number to the nearest hundredth, then find the
estimated sums and difference.
1. 36.5 + 18.91 + 55.41 = N
2. P285.15 + P27.35 + P627.30 = N
3. 8.941 8.149 = N
V. Assignment:
Round of numbers to the nearest tenths and solve for the answer.
a. 7.13 + 8.57 + 23.09 =
b. 29.81 + 35.16 + 41.95 =
c. 873.22 + 128.55 + 456.19 =
MATHEMATICS VI
Date: ___________
I. Objective:
Add and subtract whole numbers and decimals.
Adding and subtracting whole numbers and decimals.
References:
Materials:
BEC-PELC II C.2
flashcards

1. Drill:
a. 58+___ = 90
b. ____ - 27 = 55
c. 44 + 59 = ____
d. 71 43 = ____
2. Review:
a. Group the class in pairs.
b. Teacher flashes activity card
Ex.
5.684 + 2.795
c. Player 1 for each group will give the estimated answer mentally.
d. Player 2 checks the answer by solving it using pencil and paper.
e. The group with the most number of correct answer wins.
1. Motivation:
Present the following on the board: 85.03 + 105 + 16.005 - 28.79 = N
Ask: What is the fastest way of solving the problem? Why?
2. Presentation:
1. Presentation:
a.
Strategy 1 Matching Game Mechanics:
a. Divide the class into 2 groups.
b. First group will be given problem cards.
c. Second group will be holding the answer card.
d. The pupils raise the card they are holding when the teacher gives the "go" signal.
e. Pupils should toy to find their partner by pairing the problem card with the
correct answer card.
f. The first pair to match correctly wins. Ex. Problem Card
Tina bought a pair of shoes for P495.50, a coat for P527.20 and a pocketbook
for P94.75. How much change did she receive from her P2000?
g. Have the pair read and solve the problem on the board to check if their cards
match.
3. Fixing Skills:
Solve the following
1. 16 + 15.56 =
2. 92.2 27.58
3. 37.21 19 =
4. 32.587 + 19.63
4. Generalization:
How do you find the estimated sums and differences of whole numbers and decimals?
5. Application:
Write in column the compute.
1. 36 + 18.9 15.6 = N
2. 89 29.341 + 14 = N
3. 62.5 + 3.96 + 9.3 = N
IV. Evaluation:
Solve the problems.
1. Add 82.839 to the difference of 189 and 158.84.
2. The sum of 15.16, 97 and 68.3 is _______
3. Add the difference of 25 and 16.82 to the sum of 43 and 18.28.
V. Assignment:
Solve.
1. 89 84.63 + 74.13 = N
2. 105.89 49 + 29.834 = N
3. What is the answer when 215 is added to 15.398?
4. What is the answer when 612 is added to the difference of 65 and 47.892?
MATHEMATICS VI
Date: ___________
I. Objective:
Add/subtract decimals through ten thousandths without regrouping (with concrete/visual models)
Adding/subtracting decimals through ten thousandths without regrouping
References:
Materials:
BEC-PELC II C.3
strips of paper, 10 x 10 grid, number line, show me board

1. Drill: Mental Computation Drill
Find the sum for each problem. Then fill in the boxes so that each row across and down
has the same sum.
2. Review:
Round to the tenths place. Estimate the sum or difference.
1. 0.975 + 0.325
2. 2.92 + 7.68
3. 7.22 + 0.99
3.
1. Motivation:
Present a simple story.
Linda does not easily throw things or objects like paper bags, plastic spoons and forks,
pieces of strings or ribbons, Christmas or birthday wrappers and others. She neatly store them
in a box or cabinet for future use.
Discussion:
1. What does Linda do with used things or objects?
2. What kind of a girl is she?
2. Presentation:
a. Activity 1 - Pair Activity
One day, Debbie, Linda's younger sister needed 4 pieces of ribbon for her project.
Linda gave her yellow, pink, blue and red ribbons with lengths 0.2 m, 0.48 m, 0.3 m and
0.15 m respectively.
How long are the yellow and blue ribbons if put together?
Discussion:
a. Analyze the problem.
b. Identify the lengths of yellow and blue ribbon.
c. Let the pupils find the sum using strips of paper.
d. To show: 0.2 m + 0.3 = N
There is another way of writing 0.2 + 0.3 to find the sum. How? Let pupils write this
in their Show Me Boards. Let them discuss/explain the placement of decimal points and
what place value should be added first, second and so on.
0.2 m
+ 0.3 m
0.5 m
3. Fixing Skills:
Find the sum or difference.
1. 0.27 + 0.61
3. 0.261 + 0.03
2. 0.13 + 0.22 + 0.45
4. 0.005 + 0.24 + 0.3142
5. 0.4213 + 0.06 + 0.3142
4. Generalization:
How do we add/subtract decimals through ten thousandths without regrouping?
5. Application:
Read and solve.
Lindas father found a 0.75 m piece of wood, he cut 0.5 m from it. How many meters of
wood were left?
IV. Evaluation:
Add or subtract
V. Assignment:
Find the sum or difference.
MATHEMATICS VI
Date: ___________
I. Objective:
Add/subtract decimals through ten thousands with regrouping
Adding/subtracting decimals through ten thousands with regrouping
References:
Materials:
BEC-PELC II C.3
flashcards, manila paper

1. Drill: Mental Computation
Give the sum/difference of the following
2. Review:
Mental Computation: Adding/subtracting decimals through ten thousandths without
regrouping.
1. Motivation:
Present a simple story.
Linda does not easily throw things or objects like paper bags, plastic spoons and forks,
pieces of strings or ribbons, Christmas or birthday wrappers and others. She neatly store them
in a box or cabinet for future use.
Discussion:
1. What does Linda do with used things or objects?
2. What kind of a girl is she?
2. Presentation:
a. Strategy 1
Bentong, a neighbor, came home one afternoon with a problem: "From the sum of
0.2784 and 0.5869, subtract 0.3854."
a. Guide the pupils in analyzing the problem by asking the following questions:
What is being asked?
What are given?
What operations will be used?
What is the equation?
b. Teacher writes the equation horizontally on the board, for example, (0.2784 +
0.5869) - 0.3854 = N, then asks a volunteer to solve the equation, step-by-step. Let
the pupil explain his work.
c. Teacher emphasizes the importance of aligning the decimal points properly and
correctly before adding or subtracting
d. Discuss the value of helping others in need.
4. Generalization:
How do you add/subtract decimals through ten thousands with regrouping?
5. Application:
Find the sum/difference.
1. 0.3564
+0.13
0.2834
IV. Evaluation:
Solve for the missing number.
V. Assignment:
Perform the indicated operation.
2.
0.7493
-0.247
MATHEMATICS VI
Date: ___________
I. Objective:
Add and subtract mixed decimals with regrouping
Adding and subtracting mixed decimals with regrouping
References:
Materials:
BEC-PELC II C.4
flashcards

1. Drill: Reading mixed decimals (using flashcards)
2. Review:
Adding/Subtracting Decimals without Regrouping GAME:
a. Divide the class into 6 groups (per column).
b. First student in each column solves mentally the equation given by the teacher.
c. The first to answer correctly gets 1 point for his/her group.
d. Continue flashing cards until everyone in the group has participated.
e. Group with the most number of points wins.
SAMPLE EQUATIONS:
a. 2.143 + 1.3
b. 3.5 + 1.021
c. 2.0008 + 3.14
1. Motivation:
Mother has P1,000. She went shopping in a mall. She bought 3 pairs of stockings worth
P153.75 and a bag which cost P426.85. How much change did she receive?
2. Presentation:
a. Work on the problem together.
1. Ask:
a. What does the problem ask for?
b. What are the given facts?
c. What will you do to solve for the answer?
2. Translate the problem into a number sentence. Then show the solution on the board.
3. How much change did she get? What if she received P520.40?
4. What do you think will mother do? Why? If you were given an extra change, would
you return it? Why?
5. Have pupils solve more exercises:
3. Fixing Skills:
Solve the indicated operations.
4. Generalization:
How do you add/subtract mixed decimals with regrouping?
5. Application:
Solve as indicated.
1. The difference between 95.827 and 58.39 is _____.
2. Find the sum of 1.853 and 10.05.
3. When 35.20 is added to 43.86, the sum is ____.
IV. Evaluation:
Find the sum/difference.
V. Assignment:
Perform the indicated operations
MATHEMATICS VI
Date: ___________
I. Objective:
Apply different properties of addition to compute sums mentally
Applying different properties of addition to compute sums mentally
References:
Materials:
BEC-PELC II C.5
charts, illustrations

1. Drill: Mental computation Give the sums of the following numbers.
a. 38 + 5 =
b. 193 + 43 =
c. 126 + 46 =
d. 82 + 11 =
2. Review:
What are the different properties of addition? What is the definition of each.
1. Motivation:
Why is exercise good for the body? What form of exercise do you do? How do you keep
yourself physically fit?
2. Presentation:
a. Activity 1 Pair Activity
Study the illustration. Then answer the questions mentally
a. How far is Remy's house from Fe's house?

b. Remy walks to school for 20.1 minutes. Fe rides a bike in going o sc~ col. It took her
13.7 minutes to reach :e school. Helen rides a jeep in comir _ to school and it took
her 8 minutes. How many minutes do the 3 friends use in coming to school?
Discussion:
1. How did you find the answer without using paper and pencil? #1? #2?
2. What number sentence did you use to make it easier for you to solve? #1? =2?
3. Is 2.5 + 1.75 the same as 1.75 + 2.5? Why? What property of addition did you use?
3. Fixing Skills:
Find the sum mentally.
1. 3.7 + 4.9
3. 2.37 + 4.10 + 1.03
2. 0.82 + 0.76
4. 51.4 + 18.7
4. Generalization:
How do you add mentally using the properties of addition?
5. Application:
Add the following mentally.
1. 1.1 + 2.1
2. 0.19 + 0.26
IV. Evaluation:
1. 3.7 + 5.6
3. 0.77 + 0.15
2. 1.6 + 2.4 + 1.2
4. 0 + 18.2 + 7.4
V. Assignment:
1. 0.31 + 0.53
2. 0.49 + 0.10
3. 0.12 + 0.42
4. 0.13 + 0.25 + 0.11
5. 1.21 + 2.02 + 3.14
3. 2.4 + 1.3
5. 0.648 + 0
MATHEMATICS VI
Date: ___________
I. Objective:
Solve 1-to-2-step word problems involving addition and subtraction of decimals
Solving 1-to-2-step word problems involving addition and subtraction of decimals
References:
Materials:
BEC-PELC II C.6.2
flashcards, charts, manila paper

1. Drill: Mental Computation Adding and Subtracting
Example:
a. 4.8
b. 10 2.8 =
c.
+ 2.75
+ 3.8
5.64
d. 1 0.455 =
2. Review: Identify the operation involved in a problem.

Write the number sentence then solve.
1. The diameter of the earth is 7026 miles. If Mercury's diameter is about 4914 miles shorter
than that of the earth, what is the diameter of Mercury?
2. Luz wants to buy a bag that costs P375.95. If she has saved P148.50 for it, how much
more does she need?
3.
1. Motivation:
Lani and Sol went to a book fair. Lani found 2 good books which cost P45.00 and
P67.50. She only had P58.00 in her purse but wanted very much to buy the books. Sol offered
to give her money. How much did Sol share to Lani? What traits shows by Sol?
2. Presentation:
a. Ask the following questions:
1. What is being asked?
2. What are given?
3. What operations are needed to solve the problem?
4. What is the hidden question?
5. What is the number sentence needed to solve the problem?
b. Call on a volunteer to solve the number sentence on the board.
c. Teacher discusses the step-by-step solution on the board.
3.. Fixing Skills:
Give another set of examples:
a. Annie bought 13.6 gal and 12.8 gal of gas in each of 2 consecutive weeks. Her total
consumption of gas in 3 weeks is 38.35 gal. How much gas did she consume on the 3d
week?
b. How much more is 8.24 increased by 0.8 than 2.7?
c. How much less is the sum of 24.5 and 18.762 than 50?
4. Generalization:
What are the important steps in problem solving?
How do we solve 2-3 step word problems on addition/subtraction of decimals?
5. Application:
Read the problem and answer.
Annie bought 13.6 gal and 12.8 gal of gas in each 2 consecutive weeks. Her total
consumption of gas in 3 weeks is 38.35 gal. How much gas did she consume on the 3 rd
week?
IV. Evaluation:
Read the problem and answer the questions about it. Write the letter only.
Binoy wanted to buy a notebook for P18.75 and a ball pen for P28.75. He had only P19.85. How
much more does he need to buy the 2 items?
1. The operations involved in the problem are:
a. +, c. + and
b. x and +
d. - and
2. The hidden question is:
a. How much money does Binoy have?
b. How much more does Binoy need to buy 2 items?
c. How much does the notebook and ball pen cost altogether?
3. The correct number sentence for the problem is:
a. P19.85 + (P18.75 - P28.75) = N
b. (19.85 + P18.75) - P28.75 = N
c. (18.75 + P28.75) - P1985 = N
V. Assignment:
Write the number sentence and solve.
1. Barangay Maligaya is 28.5 km from the town proper. In going there, Ricardo traveled 12.75
kilometers by jeep, 8.5 km by tricycle, and the rest by hiking. How many kilometers did Ricardo
hike?
2. Delia filled the basin with 2.95 liters of water. Her brother used 0.21 liter when he washed his
hands and her sister used 0.8 liter when she washed her face. How much water was left in the
basin?
MATHEMATICS VI
Date: ___________
I. Objective:
Estimate products of whole numbers and decimals
Estimating products of whole numbers and decimals
References:
Materials:
BEC-PELC II D.1
number cards, problem cards

1. Drill: Rounding whole numbers and decimals
Ex. 27 586
56 235
58.965
59.001
25 365
2. Review:
Round to the nearest whole number and estimate the sum/difference. How many can you
do orally?
Example:
1. 7.82 + 2.35 =
3. 9.15 + 3.84 =
5. 8.46 + 1.93 =
2. 7.82 2.35 =
4. 9.15 3.84 =
3.
1. Motivation:
Present the following problems.
Carlo bought 5 notebooks at P38.95 each. About how much did he pay in all?
2. Presentation:
a. Ask the following questions:
1. What are given?
2. What is being asked?
3. Do we need an exact answer or just an estimate to solve the problem? Why do you
think so?
4. What is the number sentence?
5. How do we estimate products of whole numbers and decimals?
b. Explain step-by-step the process of estimating products of whole numbers and decimals.
If possible, extract this from the pupils or have them do the explaining.
c. Discuss the importance of estimation and its practical applications in real life. Elicit
examples of situations where estimation is needed.
Estimate each product by rounding the multiplicand.
1. 22.7 x 0.08 =
3. 4.53 x 0.77 =
5. 78.5 x 1.2 =
2. 4.3 x 0.9 =
4. 6.28 x 0.58 =
4. Generalization:
How do you estimate the products of whole numbers and decimals?
5. Application:
Read and solve.
The following are some items you need to buy from a store.
Socks 20.95, T-shirt 119.50, face towel 8.75, handkerchief 24.25 and shorts 52.30
About how much money you will have to be able to buy: a pair of socks, two t-shirts, five
face towel and seven handkerchief?
IV. Evaluation:
Estimate each product by rounding the multiplicand.
V. Assignment:
Estimate each product by rounding
MATHEMATICS VI
Date: ___________
I. Objective:
Multiply up to 3 digit factors by 1- to 2 digit factors whole numbers and decimals with or without
regrouping
Multiplying up to 3 digit factors by 1- to 2 digit factors whole numbers and decimals with or
without regrouping
References:
Materials:
BEC-PELC II D.2
charts

1. Drill:
Let each pair of pupils find the missing factor/s to complete the puzzle.
2. Review:
Estimate the cost.
1. 2 kilos of tomatoes at P8.50 per kilo
2. 31 meters of cotton dress materials at P49.95 per meter
3. 90 bananas at P0.85 each
1. Motivation:
What is your hobby? Is it a worthwhile one? Why do you say so?
2. Presentation:
a. Activity 1
A hobbyist loves to collect different kinds of butterflies. In one of his framed
collection, he mounted 12 butterflies of one species with the same length and width. If
one butterfly weighs 0.43 gram, what is the total weight of the butterflies?
Discussion:
a. Analysis of the problem.
b. Let each pair draw the butterflies and write the weight of each of them. Then let them
find the total weight.
c. How did you find the answer? What process did you see?
0.43 g
0.43 g 0.43 g 0.43 g 0.43 g 0.43 g
0.43 g
0.43 g 0.43 g 0.43 g 0.43 g 0.43 g
Addition sentence: 0.43 + 0.43 + 0.43 + 0.43
+0.43 + 0.43 + 0.43 + 0.43
+0.43 + 0.43 + 0.43 + 0.43
Multiplication sentence: 12 x 0.43 = N
3. Fixing Skills:
Find the product.
1. 0.432 x 0.23
2. 0.83 x 35
3. 0.914 x 0.6
4. 0.7 x 46
5. 0.132 x 0.54
4. Generalization:
How do you mentally decimals and whole numbers?
5. Application:
Read and solve.
The butterfly collector measures the wings of a butterfly. It has a length of 0.79 dm. If 25
butterflies have the same length of wings, what is the total length of all the wings?
IV. Evaluation:
Find the product.
1. 0.67 x 0.24
2. 34 x 0.293
3. 0.518 x 0.65
4. 0.92 x 57
5. 0.39 x 0.764
V. Assignment:
Multiply
1. 0.57 x 0.24
2. 0.442 x 26
3. 65 x 0.179
4. 0.392 x .78
5. 0.827 x 0.36
MATHEMATICS VI
Date: ___________
I. Objective:
Multiply up to 3-digit factors by 1-to 2-digit factors of decimals and whole numbers without and
with regrouping and with zero difficulty
Multiplying up to 3-digit factors by 1-to 2-digit factors of decimals and whole numbers without
and with regrouping and with zero difficulty
References:
Materials:
BEC-PELC II D.2
charts, card with number sentences

1. Drill: Mental Computation.
1. 235 + 3
3. 469 205
2. 212 x 4
4. 1248 4
2. Review:
Find the product
a. 0.39 x 0.74
b. 34 x 0.295
5. 335 + 92
6. 1649 929
c. 0.36 x 25
d. 89.254 x 2.3
1. Motivation:
What are the things that you do to make you physically fit and healthy?
2. Presentation:
a. Present the lesson by doing the following Activity 1
Nutritionists say we need 0.0017 gram of riboflavin everyday. How much do we need
in a week?
Discussion:
1. Let the pupils analyze the problem.
2. Let each group give an estimate of the answer.
3. Let them get the actual answer. Discuss the steps they make in finding the product.
0.0017 - 4 decimal places
x
7 - none
0.119 - 4 decimal places
a. Multiply the decimals as with whole numbers.
b. Count the number of decimal places in the factors (multiplicand and multiplier)
c. Place the decimal point in the product. The number of decimal places in' a
product is the sum of the number of decimal places in number multiplied.
d. Sometimes it is necessary to insert zero/s in the product when the number of
digits obtained in the product is less than the total number of decimal places in
the factors. (In the example, we need to insert 1 zero.)
3. Fixing Skills:
Find the product.
1. 0.432 x 0.23
2. 0.83 x 35
3. 0.914 x 0.6
4. 0.7 x 46
5. 0.132 x 0.54
4. Generalization:
How do you mentally decimals and whole numbers?
5. Application:
Solve.
a. Find N in this equation: 0847 x 0.69 = N
b. The product of 86 and 0.249 is ____.
IV. Evaluation:
Find the product.
1. 0.67 x 0.24
2. 34 x 0.293
3. 0.518 x 0.65
4. 0.92 x 57
5. 0.39 x 0.764
V. Assignment:
Multiply
1. 0.57 x 0.24
2. 0.442 x 26
3. 65 x 0.179
4. 0.392 x .78
5. 0.827 x 0.36
2nd
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Multiply up to 3digit factors by 1to 2 digit factors of decimals and whole
numbers without and with regrouping and with zero difficulty.
Value: Keeping oneself physically fit and healthy
II. LEARNING CONTENT

Skill:
Multiply up to 3digit factors by 1to 2 digit factors of decimals and

whole numbers without and with regrouping and with zero difficulty.
Reference: BEC-PELC II D.2

Materials: charts, cards with number sentences
III. LEARNING EXPERIENCE

A. Preparatory Activities
1. Mental Computation
Let each team answer the puzzle correctly. The team who answers first and gets the
puzzle correctly will be declared the winner.
2. Motivation
What are the things that you do to make you physically fit and healthy? Give foods that
give use vitamins and minerals. What are some of the vitamins that you know? How do we
keep ourselves physically fit and healthy?
B. Developmental Activities
1. Presentation
Activity:
Nutritionists say we need 0.0017 gram of riboflavin everyday. How much do we need in
a week?
Discussion:
1. Lets the pupils analyze the problem.
2. Let each group give an estimate of the answer.
3. Let them get the actual answer. Discuss the steps the make in finding the product.
4. Provide the examples:
2. Practice Exercises
Multiply:
1) 0.003
2)
x 0.4
0.52
3) 0.032
x 0.013
4) 0.0008
x 0.2
5) 0.03
x
0.6
x 3
3. Generalization
How do we multiply 1-3 digit by 1-2 digit factors of decimals and whole numbers with or
without regrouping and with zero difficulty?
IV. EVALUATION
Find the product.
1. 07 x 0.4
0.008 x 35
2. 0.412 x 0.8
3. 0.403 x 0.2 4. 0.34 x 0.21
5.
V. ASSIGNMENT
Multiply
1. 0.2 x 0.03
0.1
2. 0.236 x 0.04
5. 0.412 x 0.8
3. 0.5 x 0.7
4. 0.1 x
MATHEMATICS VI
Date: ___________
Multiply decimals point up to the hundredths place.
Value: Kindness

Skill:
Multiply decimals point up to the hundredths place.

Materials: problem cards, bells, flashcard, number cards, cutouts of turtle,
snail and worm, tape, three number lines of the same length, boxed
strips

1. Mental Computation Traveling Game
Post the number line on the board. Place the turtle, snail and worm cutouts on the left side
of each number line.
a. Form the pupils into 3 equal groups to represent each of the cutouts.
b. A member of each group holds a ball. Teacher flashes a problem card
and the one who ring the bell first has the chance to give the answer.
c. If the answer given correct, the member moves their cutouts one step
on the number line.
d. This continues until the cutouts reach the right side of the number line,
the group to read it first is the winner.
Sample equations: 0.2 x 0.4 =
40 x 0.6 =
30 x
0.05
2. Motivation
Mike bought a dozen doughnuts worth P9095 each. He gave these to some street children
whom he saw begging for food. How much did he pay for the doughnuts? What good trait
did Mike show? Have you had the same experience? How did you feel?
1. Presentation
Present the lesson by discussing the problem.
What is being asked?
What are given?
What operation is needed to solve the problem?
What is the equation or number sentence?
Elicit the equation: 12 x P9.95 = N
Discuss the step by step solution to the problem.
Place the decimal point correctly in the product.
Mike paid P119.40 for the doughnuts.
Discuss the importance of showing helping others in need, even in small
ways.
10. Give more examples: 0.76 x 1.2
1.
2.
3.
4.
5.
6.
7.
8.
9.
Solve the equation.
1. 0.23 x 0.12
3. 0.36 x 0.75
2. 0.25 x 0.08
4. 0.62 x 0.17
5. 0.14 x 0.42
3. Generalization
How do we multiply decimals up to the hundredths place?
IV. EVALUATION
Multiply
1. 0.38 x 0.64
0.93
3. 0.59 x 0.37
2. 0.75 x 0.48
4. 0.78 x 0.68
5. 0.27 x
V. ASSIGNMENT
Solve for what is being asked?
1.
2.
3.
4.
The product of 0.85 and itself is _________.

What is the product of 0.97 and the next odd decimal number?
Multiply 0.79 to the difference of 0.93 and 0.26.
I am thinking of two decimals. Add them and you get 0.1. multiply them and
you get 0.0016. What are the two decimals?
5. Multiply 0.86 to the sum of 0.37 and 0.28.
MATHEMATICS VI
Date: ___________
Multiply mixed decimals by mixed decimals with hundredths.

Skill:
Multiplying Mixed Decimals by Mixed Decimals with Hundredths.

Materials: handkerchief, problem cards, number cards

1. Mental Computation Finding the Product
Relay Game
There will be two groups of 5 pupils in a line. The teacher name the
babies and the first in the name the mother. The teacher continues to
name the babies until all the members of the group had participated. The
group who finishes first with all correct answers wins.
Examples of babies:
a. 2.5 and 0.4
c. 3.2 and 0.6
b. 1.7 and 0.3
d. 1.2 and 0.7
e. 1.6 and 0.4
2. Motivation
Problem Opener
Rina weighs 46.15 kilograms. Cathy weighs 1.06 times as much as
Rina. If you were Rina, how would you know heavy Cathy is?
1. Presentation
a.
b.
c.
d.
e.
Activity1:
Mix two sets of number cards, labeled 0 trough 9, in a container.
Draw boxes like the ones below for each student to copy
Ask the pupil to pick six cards one at a time, reading aloud each number drawn.
The pupils write the numbers in each box in order.
Have the pupils solve the product.
Solve:
a.
2.07
b.
x 3.82
48.12
c.
x 5.50
9.25
x 14.63
3. Generalization
How do you multiply mixed decimals by mixed decimals? How do you put the decimal
point?
IV. EVALUATION
1. Find the decimal point in each product correctly
1.
83.52
x 2.4
200448
2. Solve the problem
2.
6.5
x
3.
2.56
4.36
x 7.22
2834
184832
a. Find the cost of 7.5 meters of cloth at P67.45 a meter.

b. Mangoes cost P65.50 a kilogram. How much will 8.5 kilogram cost?
c. A lot has an area of 154.6 square meters. How much will it cost if one
square meter is P1800.75?
V. ASSIGNMENT
1. Find the product.
a. 72.08 x 6.9
b. 8.056 x 7.4
c. 59.17 x 2.04
2. Using 1293 x 315 = 407195, give the product of the following:

a. 12.93 x 3.15
b. 1293 x 31.5
c. 129.3 x 31.5
d. 1.293 x 3.15
3. Analyze and solve

a. If an architect makes a drawing to scale so that 1 cm represents 4.25 m,
what distance is represented by 7.5 cm?
b. What is the area of a rectangle with a length of 9.75 cm and a width of
6.35 cm?
MATHEMATICS VI
Date: ___________
Multiply decimals by 10, 100 and 1 000
Value: Being Observant

Skill:
Multiplying decimals by 10, 100 and 1 000
Reference: PELC II D.2

Materials: flashcards, show me cards

1. Drill
Solve for N orally (flashcards)
35 x 10 = N
421 x 10 = N
35 x 100 = N
421 x 100 = N
35 x 1000 = N
421 x 1000 = N
1. Presentation
Activity1:
Present this table on a chart and let pupils observe a pattern.
Decimal
x 10
x 100
0.8
8
80
0.75
7.5
75
0.394
3.94
39.4
x 1000
800
750
394
1.204
12.04
120.4
1240
3.0615
30.615
306.15
30615
What have you observe in multiplying a decimal by 10, 100 and 1000? Do
you see any pattern?
Let us have other exercises:
1. 27.385 x 10 =
0.3612 x 100 =
2. 806.259 x 100 =
3. 35.68125 x 1000 =
4. 9.0573 x 10 =
3. Generalization
How do you multiply numbers by 10, 100 and 1000?
What did you do in getting the pattern? What have you observe?
IV. EVALUATION
Complete the table
Decimal
x 10
1. 8.4213
2. 0.95364
3. 23.04987
4. 1.75805
5. 180.49326
V. ASSIGNMENT
Perform the indicated operation:
1.
2.
3.
4.
5.
10 x (1.34 + 7.6) = N
(3.7 x 8.113) x 100 = N
1000 x (35.601 + 28.12) = N
(7.113-2.03) x 1000 = N
(25.123 11.2) x 100 = N
x 100
x 1000
5.
MATHEMATICS VI
Date: ___________
Multiply mentally decimals by 0.1, 0.01, 0.001

Skill:
Multiplying mentally decimals by 0.1, 0.01, 0.001

Connections p. 57, Mathematics in Action pp. 84.85
Materials: number puzzle, game board set, problem cards

1. Mental Computation: Mental Math Game
Form groups of 4s and hand each group a game board, two colors of chips, two colors of
number cards (ex. Yellow cards have decimal numbers, blue cards have 10, 100 and 1000
written).
Direction for the group:
a. Choose a partner. Partners will be A & B, C & D.
b. Shuffle the cards separately and place them face down on the table.
c. A and C will complete first. Toss a coin to know who will start.
d. Pick a card from the yellow and blue pile.
e. Mentally multiply the two numbers.
f. If correct, put a chip on the square in the game board that contains the product.
g. The opponent now does the same.
h. Four chips in a row, in any direction wins the game
i. B and D now play the game.
2. Motivation
Handout number puzzles to each group. Tell each group to complete the puzzles. Tell the
groups to paste the pieces on a piece of paper or tape them together. Post their work on the
board in an organized way.
Ask if they could identify the numbers they formed. Give a hint that the exponents
indicate the number of decimal places to the left or right of 1. Have a free guess and check
activity as well as an open discussion on their answers.
Sample Answer:
103 = 1000
10-2 = 0.01
5
10 = 100000
10-4 = 0.0001
1. Presentation
Activity 1:
Present this problem:
Mrs. Santos owns 0.9 hectares of land. She plans to make 0.1 of the
land into a residential lot by putting up an apartment. She asked her
tenant, Elen, to manage the said apartment. Since Elen is a trustworthy
and loyal tenant, Mrs. Santos decided to give Elen. 0.01 of 0.9 hectares of
land, near the apartment lots.
a. How many square meters of the land will be converted to
residential lots?
b. How big will be the lot given to Elen?
Multiply mentally.
1. 0.01 x 0.9
2. 0.09 x 0.1
3. 0.008 x 0.6
4. 0.001 x 5.8
5. 0.007 x 0.1
3. Generalization
How do you mentally decimals by 0.1, 0.01, 0.001?
What is a shorter way of doing this?
IV. EVALUATION
Multiply mentally. Choose the letter of the correct answer.
1. 0.01 x 8.56
a. 85.6
b. 8.56
c. 0856
b. 0.49
c. 0.049
d. 0.0856
2. 0.001 x 0.49
a. 4.9
d. 0.00049
3. 0.07 x 0.1
a. 7
b. 0.7
c. 0.07
d. 0.007
4. 0.003 x 0.01
a. 0.00003
b. 0.0003
c. 0.3
d. 30
c. 0.795
d. 0.0795
5. 0.1 x 79.5
a. 79.5
b. 7.95
V. ASSIGNMENT
Multiply mentally
1.
2.
3.
4.
5.
0.001 x 45.267
40.1 x 0.1
0.01 x 0.03
0.217 x 0.001
0.1 x 0.0011
MATHEMATICS VI
Date: ___________
Apply the different properties of multiplication to compute products mentally
Value: Teamwork

Skill:
Compute decimal products mentally using the different properties

of multiplication.

Materials: improvised bingo cards, equation/problem cards, puzzle sheet,
pocket chart

Bingo
1. Prepare bingo cards whose numbers are products of a given problem.
2. The teacher then reads the problem orally.
3. Pupils cover the cell that has the correct answer for the given problem.
4. The first one to cover all the cells wins.
2. Motivation
1. Present this puzzle card to each group.
2. Encircle the words that indicate properties of multiplication.

3. The first to finish wins.
4. Teacher asks if the properties of multiplication can be applied in multiplying decimals.
What made team _____ win? Did they show team work? How? What does team
work do to the team? Will you do the same thing? Why?
1. Presentation
Activity: Oral
Materials: index cards
Distribute 5 cards to each pupil. Have pupils write the name of a property on one side of
each index card and an example of the property on the other side. Collect and shuffle the
cards. Each pupil draws a card, computes the example orally and name the property used. If
both steps are correct, he keeps the card. If not, the card is replaced. The winner is the pupil
with the most cards.
Solve mentally:
1. 0.7 x 0.02 0.02 x 0.7
2. 0.8 x 0.75 0.8 x (0.7 + 0.05)
3. 1 x 0.208
4. 0.8 x (0.4 x 0.2) = (0.8 x 0.4) x 0.2
205 x 3.4 = 3.4 x 2.5
3. Generalization
How does the distribute property help simplify the calculation? How about the other
properties?
IV. EVALUATION
1. Collaborative Learning
a. Working in teams of four
b. Dictate a mental Math Problem to all the teams. The first team to give the
correct answer and name the property wins that found. Team with the
property score wins.
2. Using the Show Me Card. The teacher gives the problem and the pupils have
to write the answer with the property on the Show Me Card.
Example:
a. (0.27x0.3) x 0.2 = 0.27 x (0.3 x 0.2)
b. 0.8 x 0.079 = 0.8 x (0.07 + 0.009)
c. 3.5 x 4.2 = 4.2 x 3.5
V. ASSIGNMENT
Give 2 examples for each property of multiplication.
MATHEMATICS VI
Date: ___________
Solve word problems involving multiplication of decimals including money.
Value: Thrift

Skill:
money.
Solving word problems involving multiplication of decimals including
Reference: BEC-PELC II D.8.2

Materials: chart, Show Me Cards

1. Drill - Mental Computation
Mechanics:
a. Put equation cards on the table.
b. Each member of the group take turns in getting cards, read it, then
give the answer orally.
c. If the give answer is wrong, the other group can steal and get the point
if they can give the correct answer.
d. The group with the most number of correct answers wins the game.
2. Motivation
What are the steps in solving a word problem?
Why do we have to analyze the word problem before giving the answer?
How do you know that your answer is correct?
1. Presentation
1. Teacher prepares word problems involving multiplication of decimals including money.
Example:
Cris spends P35.50 for food each day. How much does she spends in 12 days?
2. What is asked?
What are the facts?
What is the math sentence?
Solution:
3. The first pupil to top the board will answer the first question, followed by other member
of his group.
4. Other group can steal if the given answer is wrong.
5. After the game, teacher will give emphasis on solving word problem involving
multiplication of decimals including money.
Valuing:
Give emphasis on being thrifty since the lesson involves money
Example:
How do you spend your baon/money?
Why do you have to be thrifty?
Will sisters/brothers is benefit you? How about your family?
Solve the following:
1.
16
2.
+ 15.56
37.21
-
3.
19
32.587
4.
+ 19.63
27.58
3. Generalization
What are the steps in solving a word problem?
How do you translate a problem into a number sentence or equation?
How would you describe your answer?
IV. EVALUATION
Read and Solve
95.2
-
1. A can of powdered milk has a mass of 0.345 kilogram. What is the mass of 12
cans of milk?
2. Mrs. Diaz bought a residential lot with an area of 180.75 m at P6.50 per
square meter. How much will 15 kilograms of ground beef cost in one kg
costs P99.00?
3. How much will 15 kilograms of ground beef cost if one kg cost P99.00?
V. ASSIGNMENT
A. Translate these problems to number sentences then solve.
1. A contractor finished 0.25 of a highway in 5 days. If the highway is 60.8
kilometers long, what part of the highway was finished?
2. Mark works 40 hours a week. If his hourly rate is P38.25, how much is he
paid a week?
B. Write the number sentence, then solve.

1. The rental for a Tamaraw Fx is P3 500 a day. What will it cost you to rent it
in 3.5 days?
2. What is the area of a rectangle with a length of 9.72 cm and a width 6.34
cm?
MATHEMATICS VI
Date: ___________
Estimate quotients of whole numbers and decimals
Value: Helpfulness

Skill:
Estimating quotients of whole numbers and decimals
Reference: BEC-PELC II E.1

Materials: cards

1. Group the class. Each group should have ten members.
2. Distribute number cards (0 to 9) to each group.
3. The teacher flashes division equation.
4. Pupils will solve it mentally, then they will form a number using the
number cards they are holding to show their answer.
5. The first group to give the correct answer gets a point.
2. Motivation
What do carpenters do before buying materials for building a house? Would it be alright
to estimate the needed materials ahead of time? Why?

1. Presentation
Activity: Working in Place
1. Distribute equations on estimating quotient.
2. How the pair work on the following
2.8 375
0.8 7.31
1.7 35.68
a. Give your estimated quotient using:

* rounding off
* compatible numbers
b. Which technique is best for estimating quotient?
c. Which technique gives reasonable estimate?
Estimate the quotient
1. 1.25 325
2. 2.5 625
3. 7.5 225
4. 12.5 875
5. 1.2 48
3. Generalization
How do you estimate quotient?
What are compatible numbers?
IV. EVALUATION
1. Estimate the following using compatible numbers
a. 5.8 3.257
196.7
b. 8.8 14.08
c. 4.8
2. Estimate the quotient of the following:

By rounding off
a. 61.71 4308
b. 785 559.8
c. 51.5 1019
V. ASSIGNMENT
Answer the following:
1. Rex traveled 154 km in 3.2 hours. Approximately, what was his average
speed for the journey?
2. Jay has 6584 meters of ribbon. She wants to cut it into 25.6 meters. About
how many ribbons can be cut from it?
3. Bing has a ribbon 125 dm long. How many pieces of ribbon 2.5 dm long can
be cut from it?
4. Rhoda has P75. she wants to give her nieces P12.50 each. How much does
each receive?
MATHEMATICS VI
Date: ___________
Divide 2-5 digit whole numbers by 1-2 digit decimals
Value: Industry

Skill:
Dividing 2-5 digit whole numbers by 1-2 digit decimals
Reference: BEC-PELC II E.2.1

Materials: cards

1. Mental Computation Drill
Dividing 304 Digit numbers by 1- digit Whole Numbers Divisors
GAME
a. Divide the class into 2 groups
b. Prepare a set of 3-4 digit numbers by 1-digit whole number divisors. Place the card
facedown on top of teachers table.
c. Call on a member of each group in front.
d. Let player 1 pick the topmost card. He/she reads aloud the equation on the card and
solves for the quotient mentally.
2. Motivation
How does your family earn a living? Does your mother help your father earn for your
family? If so, why? What good will it do to your family?
Show picture of a mother sewing a table linen.
1. Presentation
Activity1:
Present the following problem:
Aling Dolores sews table cloth to sell. She uses 0.6 meters of linen for
every table cloth she makes. How many table cloths can she make out of
18 m of linen?
1. What is being asked in the problem?
2. What are given?
3. What operation will you use to solve the problem?
4. Give the number sentence for it.
1. 0.3 12
2. 0.9 135
3. 0.17
391
3. Generalization
How do we divide 2-5 digit whole numbers by 1-digit decimals?
IV. EVALUATION
Find the quotient. Be sure to place the decimal point correctly on your quotient.
1. 0.9 756
3. 0.13 2119
2. 0.12 94
4. 0.8 968
5. 0.06 138
V. ASSIGNMENT
1. 64 0.4 =
2. 714 0.7 =
3. 933 0.03 =
4. 565 0.05 =
5. 2460 0.06 =
MATHEMATICS VI
Date: ___________
Dividing 2-5 digit whole numbers by 2-digit decimals.

Skill:
Dividing 2-5 Digit Whole Numbers by 2-Digit Decimals.

Materials: chart, flashcards, activity cards

1. Drill Dividing Whole Number by 1-Digit Divisor
Mechanics:
a. Player for each team will stand at the back.
b. As the teacher flashes an equation, players will give the answer orally.
c. The first to give the correct answer will take 1 step forward.
d. The first to reach the platform wins the game.
2. Motivation
Who has a store? What are the goods that are packed less than a kilo? Why do you think
they are doing it?
1. Presentation
Activity: Problem Analysis
1. Present the problem on the board:
Mother has a small sari-sari store. Everytime she buys a 50 kilo
cavan of sugar, she repacks it into a smaller bags weighing 0.25 kilo.
How many small plastic bags are needed by mother?
2. Have the class work by pairs.
3. Tasks:
a. What is asked in the problem?
b. What are the given facts?
c. What should be done to solve the problem?
d. Translate the problem into an equation.
e. Show your solution, step by step:
f.
Have each group report their work to the class.
Find the quotient. Check your answer.
1. 0.15 456
3. 0.61 5185
2. 0.32 48
4. 0.25 125
5. 0.36 22005
3. Generalization
How do you divide a whole number by a decimal?
What are the 2 ways of making the divisor a whole number?
If you change the divisor into a whole number, what will you do with the dividend?
IV. EVALUATION
Solve and check
1.
2.
3.
4.
5.
0.32 1984 =
0.04 92 =
13 588 0.43 =
39 102 0.06 =
848 0.04 =
V. ASSIGNMENT
Solve and check
1.
2.
3.
4.
5.
0.30
0.23
0.07
0.62
0.05
19470
11868
44919
21204
105 =
=
=
=
=
MATHEMATICS VI
Date: ___________
Divides whole number by whole numbers with decimal quotient
Value: Fairness

Skill:
Divides whole number by whole numbers with decimal quotient

Materials: flashcards, activity cards

Give the quotient
Game Relay
a. Teacher prepares flash card of division equation.
b. Players for each group should stand at the back.
c. As the teacher flashes the card, each player will give the answer.
d. The first to give the answer correctly, will take 1 step forward.
e. First to reach the platform, wins the game.
2. Motivation
How many are you in the family?
Have you experienced to bring home something which is not enough for your family?
How did you share it equally to each one?
1. Presentation
Activity1:
1. Form a group of 4
2. Present this problem.
Ana brought home 3 pieces of suman. She has 4 sisters, how will
she divide it equally among her sisters?
3. Task for each group
4. Have each group present their work
5. Teacher should guide pupils how to round the answer to a given place
value like tenths and hundredths.
Find the quotient. Show your solution.
1. 5 4 =
2. 50 49 =
3. 5 3 =
4. 25 24 =
5. 16 10 =
3. Generalization
When do you get a decimal quotient?
What is the rule in rounding the decimal quotient to the nearest tenths or hundredths?
IV. EVALUATION
Find the quotient. Round your answer to the nearest:
Tenths
Hundredths
1. 12 18
_______________
_______________
2. 5 6
_______________
_______________
3. 12 48
_______________
_______________
4. 16 80
_______________
_______________
5. 15 80
_______________
_______________
V. ASSIGNMENT
Find the quotient. Round your answer to the nearest:
Tenths
Hundredths
1. 3 4
_______________
_______________
2. 7 8
_______________
_______________
3. 15 48
_______________
_______________
4. 12 25
_______________
_______________
5. 45 48
_______________
_______________
MATHEMATICS VI
Date: ___________
Recognize and differentiate between terminating and repeating/non-terminating
decimal quotients

Skill:
Recognizing and differentiate between terminating and

repeating/non-terminating decimal quotients
Reference: BEC-PELC II E.2.2.1

Materials: problem cards, number cards

1. Mental Computation - Game
Prepare problem cards with answer written on separate cards. Shuffle the cards separately
and have each pupil pick a card from the two sets. Form the pupils into groups; call on a pupil
to start the game the one read aloud the problem on the card and computes mentally for the
answer. He then say the answer aloud and the one holding that answer card hands into the
first player, and he now read his problem and answer it. This goes on until the problem card
has been answered. The group with the most answer card wins.
2. Motivation
Post the following on the board
0.5
0.8
0.25
0.25
0.5
0.375
0.6
0.125
0.75
0.2
0.4
0.6
0.25
0.75
Tell them that hidden in the puzzle are the two terms that are
important in the days lesson. To get what these are, tell the pupils to look
for the letters corresponding to the decimal in the review portion. Once
the pupil identified the terms, ask if any one knows these two are.
1. Presentation
Activity1:
1. Have the pupils take a look at their solutions to the problem sheets.
Ask them for their observation. Lead them to notice that the last
remainder is zero. Tell them that the decimal quotient of these
problems are called terminating decimal.
2. Hand out another set of problem sheets to be solved.
3. Have volunteers form each group show their solutions on the board.
4. Lead them to say that the decimal quotient is the repeating decimal.
5. Have an open discussion on the difference between terminating and
repeating/non-terminating decimal.
Solve and identify if the decimal quotient is a TERMINATING or a
REPEATING/NON-TERMINATING decimal.
1 13
5 13
2 13
6 13
3 13
4 13
3. Generalization
How do you differentiate a terminating decimal from a repeating/non-terminating
decimal?
IV. EVALUATION
Identify if the decimal quotient is a terminating or repeating/non-terminating
decimal.
1.
2.
3.
4.
74
15 9
11 2
3 16
5. 6 21
V. ASSIGNMENT
Solve and identify if the decimal quotient is a terminating or repeating/nonterminating decimal.
1.
2.
3.
4.
5.
3 20
6 11
20 12
26
81 48
MATHEMATICS VI
Date: ___________
Divide mixed decimals by whole numbers
Value: Helpfulness

Skill:
Visualizing division using money as model

Materials: flats, long and ones, problem cards, number cards, tree diagram, ,
play money

Concentration Game
1. Post problem cards on one board, face down, with letters written at the
back in order.
2. Call on two pupils to help in opening the cards as the game is played.
3. Divide the class into two groups. Decide which group will go first. E.g.
toss coin, jack-en-poy, etc.
4. A member of the group will call out a letter, and number to be opened.
The games continue until the cards have been paired up. The team
with the most cards paired wins.
2. Motivation
Your parents both have their work from Monday to Saturday. Everyday, before they
leave, they just leave for food for your meals in the morning and for lunch when you and
your brothers and sister come home from school. They also leave you just enough money for
your other expenses at home while theyre gone. Before your parents leave, they always
remind you to take care of your brothers and sister.
How will you help your parents take care of your brothers and sisters?
1. Presentation
Activity:
1. From pupils into groups of 5s. Tell them to role play the situation. Give 5 minutes for
brainstorming and 2-3 minutes each group for their presentation.
2. After all have presented, discuss what they did, what value/s they portrayed in the role
play, etc.
3. Extended the problem
4. Use play money to show partitive division in each of a, b and c.
5. Give other numbers for practice, e.g. P100.25 5 etc.
2. Fixing Skills
Divide
1) 8 18.16
2) 16 163.2
3) 30 92.55
3. Generalization
How do you divide mixed decimals by whole numbers?
IV. EVALUATION
Divide
1) 4.3 200
2) 5.5 550
16.5
5) 90 21.24
V. ASSIGNMENT
Divide
3) 9 39.24
4) 66
1) 25 426.5
3) 12 1027.68
5) 0.45 150
3) 1.8 100
4) 6.2 400
MATHEMATICS VI
Date: ___________
Divide a whole number by decimal and mixed decimal
Value: Industry

Skill:
Dividing Whole Number by Decimal and Mixed Decimal

Materials: flashcards

Divide Mentally
1) 638 10 = N
2) 457 100 = N 3) 79 10 = N
2. Review
Divide:
a. 7 28.7
b. 9 58.5
1.38
3. Motivation
Ask pupils if they own the lot money occupying.
c. 6 4.80
d. 6
Ask them also how they acquired it. If they dont own it yet, what must they do in order
to own the lot?
1. Presentation
Activity: Problem Opener
1. Present a problem to a board.
a. How many hectares was the lot of the man?
b. How much does one son get?
3. Lead the pupils to solve the problem.
4. Answer the question in the problem.
5. Have another examples:
a. Make the divisor a whole number by moving the decimal point 2 places to the right or
multiply it by 100.
b. Multiply the dividend also by 100
c. Divide like dividing whole numbers
d. Place the decimal point of the quotient directly above the decimal point of the
dividend.
e. Check the answer through multiplication
2. Fixing Skills
Divide
1) 2.5 175
2) 7.2 648
3) 2.17 8463
3. Generalization
To divide whole numbers to decimals or mixed decimal, change the divisor into whole
number by the decimal point to the right or multiplying by power of 10. Multiply also the
dividend by the same power of 10. Then divide as in whole numbers. Check by multiplying.
IV. EVALUATION
Find the quotient
1) 905 7904
2) 3.15 2709
684
5) 1.2 780
V. ASSIGNMENT
Divide and check through multiplication
3) 3.8 1026
4) 2.85
1) 0.04 473
5) 0.32 260
2) 0.53 656
3) 0.8 872
4) 0.06 264
MATHEMATICS VI
Date: ___________
Divide mixed decimals by mixed decimals
Value: Honesty

Skill:
Divide mixed decimals by mixed decimals

Materials: flashcards and activity cards

Game Relay using flashcards of division of whole numbers b whole
number with decimal quotient.
43
87
21
54
86
10 9
2. Review
Dividing whole numbers by decimals
a. 0.5 250
480
b. 0.2 308
c. 0.6 336
d.
0.8
3. Motivation
Have you seen table runners? How does it look like? Where do you use table runners?
How big is a table runner?
1. Presentation
1. Present a problem on the board
1. Who orders table runners?
2. How long is the table runner?
3. How many meters of cloth was left to be made into table runner?
4. How many table runners can be made from it?
5. Show your solution through:
a. changing 26.25 1.75 to mixed decimal.
b. dividing like whole numbers
c. Proceed to division like whole numbers. Align the decimal point of the quotient
with that of dividend.
2. Fixing Skills:
Divide and check
1) 2.6 10.14 2) 1.5 1.332
3) 1.9 12.35
3. Generalization
How do we divide mixed decimals by mixed decimal? What are the two ways of making
the divisor a whole number?
IV. EVALUATION
Find the quotient. Check your answer.
1) 1.5 439.5
2) 5.7 27.36
62.5
5) 2.98 23.393
3) 1.17 583.05
4) 2.5
V. ASSIGNMENT
Solve and check
1) 3.6 73.8
5) 2.5 35.14
2) 4.9 313.11
3) 2.6 13.52
4) 1.4 37.24
MATHEMATICS VI
Date: ___________
Divide decimals by 10, 100, 1000 mentally
Value: Alertness

Skill:
Dividing decimals by 10, 100, 1000 mentally

Materials: flashcard, manila paper, piece of paper, ballpen

Multiplying decimals by 10, 100, 1000 using flashcards
0.3 x 10 =
0.63 x 100 =
0.383 x 1000 =
1.5 x 10 =
3.25 x 100 =
24.58 x 1000 =
2. Review
When multiplying decimals by 10, 100, 1000 what do we do with the
decimal point?
To what direction do we move the decimal point?
1. Presentation
Activity:
a. Study the following sets of equations:
SET A
SET B
450 10 = 45
2.8 10 =0.28
450 100 = 4.5
2.8 100 = 0.028
450 1000 = 0.45
2.8 1000 = 0.0028
b. What do we notice in each set? Is there a patter?
c. Elicit the pattern from the students.
d. Discuss the rule/steps in dividing whole numbers or decimals by 10, 100, 1000.
e. Give more examples
2. Fixing Skills:
Divide mentally
1) 34.5 10 = N
2) 28.6 100 = N 3) 58.33 1000 = N
3. Generalization
How do we divide decimals by 10, 100, 1000?
To divide decimals by 10, 100, 1000
a. Move the decimal point to the left as many zeros are there in the divisor.
b. Prefix zero/zeroes before the decimal point if needed.
IV. EVALUATION
Give the answers mentally as fast as you can.
1) 63.8 10
4) 242.6 10
2) 56.61 100
5) 2473 1000
3) 635.2 1000
V. ASSIGNMENT
Complete the table bellow.
Decimal
10
100
1000
1.
2.
3.
4.
5.
14.8
27.632
129.74
176.24
88.29
MATHEMATICS VI
Date: ___________
Divides decimal mentally by 0.1, 0.01, 0.001
Value: Cleanliness

Skill:
Dividing decimals by 0.1, 0.01, 0.001

Materials: flashcard

Multiplying Numbers by Power of Ten
5 x 10 =
5 x 1000 =
5 x 40 =
5 x 100 =
5 x 400 =
2. Review
Multiplying numbers mentally
a. 34.83 10 =
1000
3. Motivation:
b. 168.37 100 =
c.
149.2
Have you divided decimals by 0.1, 0.01, 0.001? how did you do it?
Have you find some easyways to do it?
1. Presentation
Activity: Role Playing
a. Have a group act out the situation.
b. Have them compute the problem mentally.
c. Ask: What is the answer in situation a? and b?
What is the pattern in dividing decimals by 0.1, 0.01, 0.001?
Explain.
2. Fixing Skills:
Perform mentally
1) 651 0.1
2) 6.298 0.01
3) 85.72
0.001
3. Generalization
How do you divide decimals by 0.1, 0.01. 0.001. What is the pattern in dividing decimals
by 0.1, 0.01, 0.001?
IV. EVALUATION
Give the quotient orally.
1) 8.39 0.01
2) 125.85 0.001
0.1
5) 6.45 0.001
3) 6.95 0.01
4) 85.32
V. ASSIGNMENT
Divide Mentally
1) 6.873 0.01
2) 1.62 0.1
0.01
5) 32.8 0.01
3) 49.67 0.001
4) 4.32
MATHEMATICS VI
Date: ___________
Solve word problems involving division of decimals including money
Value: Decisiveness

Skill:
money
Solving word problems involving division of decimals including

Materials: activity cards, manila paper

1. Opening Song: Mathematics ( To the tune of Are You Sleeping)
2. Review
Divide numbers mentally
a. 56 0.1
b. 56 0.01
3. Motivation: Role playing

a. Who went to the mall? Why?
b. How much money do they have?
c. 56 0.001
c. Do you think the girls made a wise decision? Why?
1. Presentation
Strategy:
a. Group the class into pairs
b. Task for each pair
1. Is there a problem in the situation presented? Whats the problem
all about?
2. What are the given facts?
3. Is it possible that they can buy plates worth P 273.50? How?
4. What is the number sentence?
5. About how much is the cost of each plate? Why?
c. Have each group presented their work to the class.
2. Exercises:
Read Analyze then solve:
Cris is planning to buy a new CD player worth P4 595.25. He tries to

save P306.35 a week from his allowance. How many weeks will it take him
to save the amount enough to buy the CD player?
3. Generalization
What are the steps in solving word problems?
How do you analyze and solve word problems involving decimals?
IV. EVALUATION
Read the word problems. Analyze then solve.
1. Jon saves P105.35 a week. How long will it take him to save P 1 264.20?
2. Robert plans to go to the province for a vacation. He wanted to by presents
for his nephews worth P289.45 each. He allotted P1 157.80. how many
nephews does he have in the province?
3. Christian is a businessman. Every first week of December, he deposits P51

025.00 for the Christmas bonus of his employees. Each employee receives P6
378.50. How many employee are there?
V. ASSIGNMENT
Make word problems involving division including money.
MATHEMATICS VI
Date: ___________
Solve 2- to 3- step word problems involving decimals including money
Value: Industry

Skill:
money
Solving 2- to 3- step word problems involving decimals including
Reference: BEC-PELC II E.5.3 5.3.2

Materials: pictures, charts, number wheel

1. Mental Computation:
Solve the problem mentally:
a. After buying some books and school supplies worth P45.75, how much
change will you receive from a P50-bill?
b. Aling Josie bought 1.5 kg. of pork, 1.75 kg. of chicken and 1.25 kg. of
beef. How many kilograms of meat did she buy?
2. Review: Game using Spin-a-Wheel
a. 9 1.5 = N
3. Motivation
b. 0.8 3 = N
c. 160 0.32 =
Do you want to get high grades? What will you do?
1. Presentation
Activity:
1. Present this problem
Mang Tisoy brought 2 bags of onions to market. One bag weighs 8
kilograms and the other bag weighs 6.5 kilograms. He repacked the
onions in plastic bags of 0.25 kilograms per pack and sold each pack
for P12.50. How much will he get if all the packs were sold?
2. Analyze and solve the problem:
a. What is asked?
b. What are given?
c. What are the hidden question?
d. What operation will you use?
e. What is the equation for the problem?
3. Discussion
a. In solving 2-3 step
problems, what do you
b. How do you express your answer to the problem?
2. Fixing Skills:
solve
first?
Read Analyze then solve:
There are 18 girls and 17 boys who will equally share the expenses for
a bus trip amounting to P4 042.50. How much will each pay?
3. Generalization
How do you sold 2-3 step word problems involving decimals?
IV. EVALUATION
Solve the problem bellow and label your answer.
1. Lerna and her classmate went swimming. They spent P1 206.25 for food and
P1 172.50 for transformation and entrance fees. They got P1 196.75 from the
club funds and each one shared P98.50 to pay for the remaining expenses.
How many shared in the amount?
2. Grace receives P220.50 as school allowance from her mother. Her aunt gave
her an additional P183.73. If her daily expenses is P36.75, for how many days
will her allowance last?
V. ASSIGNMENT
Solve the following problems. Label your answers.
1. Jun and Richard repaired a broken rattan bed and were paid P 1 128.00. If Jun
worked for 8.5 hours and Richard for 7.5 hours, how much were they paid per
hour?
2. The barangay officials of Barangay Masaya received 150 sacks of rice
weighing 50 kilograms each. 350 kilograms were distributed to the flood
victims for the barangay. The rest were repacked in plastic bags of 2.5
kilogram each to the street children. How many street children received the
rice?
MATHEMATICS VI
Date: ___________
Generalize when a number is divisible by another number
Value: Sportmanship

Skill:
Determine when a number is divisible by another number.
Reference: BEC-PELC II. F.1.1

Materials: Activity cards

1. Drill:
Skip counting by 2, 3, 4, 5 & 6
2. Review
Group activity using activity cards
a.
Divide the class into 4 groups
b. Each group will be given a window card to be answered in turn by the

members.
c.
The first group to finish with all correct answers wins.
3. Motivation
Ask pupils if they want to learn some ways of getting quotients more
easily.
1. Presentation
Activity: Lets Explore
1. Study the following equations. 2 x 8 = 16
2. Ask: a. What are the factor of 16?
by 2? By 8?
16 2 = 8
16 8 = 2
b. Can 16 be divided exactly
3. Ask: What can you say about 16?

A number is divisible by another number if it can be divided
exactly by the second number.
2. Fixing Skills:
Relay
Test for the divisibility of the following numbers. Put a check on the
proper column.
2
1
840
144
184
4828
400
10
3. Generalization
How would you determine that a number is divisible by a certain number? Are the rules
formulated true all numbers?
IV. EVALUATION
Formative Test: List the numbers that divide the following.
1. 36
2. 150
3. 187
4. 225
5. 1260
V. ASSIGNMENT
Determine the divisibility of the following numbers by 2, 3, 4, 5, 9, 10.
MATHEMATICS VI
Date: ___________
Identify prime and composite numbers
Value: Kindness to animals

Skill:
Identifying prime and composite numbers
Reference: BEC-PELC II F.1.2

Materials: chart, flashcards, number cards 1-100 small squares, hundred
chart, crayon

Drill on giving all the possible factors of a number
Strategy:
Name the baby
Materials:
flashcards with 2 digit numbers
Mechanics:
1. Form 4 groups
2. The teacher flashes a card.
3. The groups of pupils are given 1 minute to divide what their answers
be.
4. Each member of the group goes to the board simultaneously and

writes the answers.
5. The teacher checks the answers.
6. The group having the most number of correct answers wins.
2. Review
Lets Pick Flower
1. Pick a flower from the garden.
2. Read the number aloud and tell if it is even or odd.
3. Place the number in the basket provided for.
3. Motivation
Ask pupils if they have been to the zoo. Let them tell their experience
of going to the zoo. Let them also tell what they commonly see at the zoo.
Illicit from the pupils what should be done to preserve the animals at the
zoo.
1. Presentation
Activity:
1. Divide the group into 2
2. Use the basket of even and odd numbers.
3. List down the factors of the number in each basket.
4. Report to the class the factors of each number and tell how many composite/prime
number their group has.
5. Report to the class the factors of each number and tell how m any composite/prime
number their group has.
2. Fixing Skills:
Give the factors of the number. Then write prime if the number is
prime number and write composite if it is a composite number.
factors
________ 1.
27
________ 2.
37
________ 3.
49
________ 4.
53
________ 5.
60
3. Generalization
What are prime numbers? Composite numbers?
IV. EVALUATION
Write P if the number is prime and C if it is a composite number.
________ 1.
72
________ 2.
14
________ 3.
27
________ 4.
18
________ 5.
68
V. ASSIGNMENT
Find the prime number and composite number in:
Number
a.
b.
c.
d.
1-digit
2-digit
3-digit
4-digit
Least
Greatest
MATHEMATICS VI
Date: ___________
Write the prime factorization of a given number
Value: Helpulness

Skill:
Prime factorization of a given number

Materials: chart, card

Guessing Game Play guessing game by guessing the answer to the
following:
a. I am more than 10 but less than 15, of my factors is 7. Who am I?
b. I am 25, what are my prime factors?
c. The largest composite number between 10 and 20 is my sisters age.
How old is she?
2. Review
Check up of assignment
3. Motivation
Ask pupils if they have heard the term prime factorization of
numbers. Let them make inferences as to what I means.
1. Presentation
a. Problem Opener
b. Let them answer the following:
1. What does Mary Jane have?
2. What does she want to do with the fruits?
3. How many guavas does he have? How many mangoes does she have?
c. Ask the pupils to find the factors of 36 and 24
d. Show the class a factor tree.
e. Lead the class to discover the 2 x 3 x 2 x 3 are the prime factorization
of 36 and 3 x 2 x 2 x 2 are the prime factorization of 24.
Write TRUE if the prime factorization of the give number is correct and
FALSE if it is wrong
a. 24 = 2 x 2 x 2 x 3
c. 81 = 3 x 3 x 3 x 3
b. 18 = 2 x 3 x 2
d. 76 = 2 x 2 x 19
3. Generalization
A number be it a prime or composite number will have prime factors. The process to get
the prime factors of a certain number is called prime factorization.
IV. EVALUATION
Give the prime factorization of:
1. 16 =
5. 64 =
2. 27 =
3. 48 =
4. 56 =
V. ASSIGNMENT
Give the prime factorization of:
1. 30 =
5. 54 =
2. 56 =
3. 43 =
4. 72 =
MATHEMATICS VI
Date: ___________
Determine the greatest common factor (GCF) of 2 or more numbers.
Value: Teamwork

Skill:
Determining the GCF of 2 or more numbers.

Materials: fish cutouts, improvised aquarium and fishing rod

Drill on identifying prime and composite numbers.
Strategy: fishing
Materials:
fish cut outs, improvise aquarium and fishing rod
Mechanics:
A pupil be asked to catch fish which has a number pasted
on it. The child identifies if the number is prime or composite.
2. Review: Give the prime factorization of: a. 18 =

c. 24 =
b.
27
3. Motivation:
Tree different candies are to be put into candy bags so that the bags
contain equal amounts of candies of the same kind. There are 180, 240
and 300 of the different kinds of candies respectively. Each candy has to
got into a candy bag, that is, there must be no left over candies. How
many candy bags that could be filled? How many candies will there be in a
each bag? Can you think of away of getting the answer to this problem?
Let us analyze the problem. Since there should be no candies left over, the
number of candies. This means that the number of candy bags must be a
factor of 180, 240 and 300. Let us work with simpler numbers first.
1. Presentation
a. Factor Lists
A pupil will be asked to give a composite number less than 30, and
give its factors. Another pupil will be asked to give another number
with its factors.
b. Prime Factorization
Discuss how to get the prime factors of a given number using the
factor tree.
2. Fixing Skills:
a. 2 and 6
Write the GCF of the following sets of numbers.

b. 5 and 20
c. 8 and 24
d. 8 and 56
3. Generalization
What are the methods of finding GCF of given numbers? Which method do you like
best? Why? Could these methods be used to find the GCF of 3 or more numbers?
IV. EVALUATION
Find the GCF of each set of numbers.
1. 98, 147
2. 20, 75
3. 30, 35
4. 66, 110
5. 18, 24, 54
V. ASSIGNMENT
Find the GCF of each set of numbers.
1.
2.
3.
4.
5.
210, 231
420, 504
50, 75, 100, 125
35, 63
75, 45
MATHEMATICS VI
Date: ___________
Determine the least common multiple (LCM) of 2 or more numbers
Value: Confidence

Skill:
Determine the LCM of 2 or more numbers

Materials: chart, activity card

1. Review
Activity Puzzle
Complete the puzzle by giving the prime factorization of the numbers
in the clue
2. Motivation:
Ask pupils if they have friends. Let them tell what they do with their
friends.
1. Presentation
Activity:
1. Present a dialogue
2. Answer the following:
a. What did Mr. Santos want to give to the boys?
b. What do you think they would do with the seedlings?
c. What benefit do we get from this activity
d. What do you call the number 36, the least number visible by 12 and
9?
2. Fixing Skills:
a. 21, 15
Find the LCM by listing the multiples

b. 12, 10
c. 16, 20
d. 12, 10
3. Generalization
To determine the LCM with a set of numbers, list down all the multiples of the numbers
and get the least common multiple. Can this procedure be used to get the LCM of three or
more numbers?
IV. EVALUATION
Determine the LCM of each pair of numbers using the listing method.
1. 10 and 25
45
5. 24 and 18
2. 20 and 50
3. 42 and 48
4. 20 and
V. ASSIGNMENT
Find the LCM and GCM of each pair of number.
1. 15 and 30
5. 12 and 32
2. 21 and 45
3. 16 and 24
4. 8 and 12
MATHEMATICS VI
Date: ___________
Name the fraction or mixed number described by a shaded region, set or point
on the number line
Value: Cooperation

Skill:
Name the fraction or mixed number described by a shaded region,

set or point on the number line
Reference: PELC II G.1

Materials: Math Textbook, magazines, newspapers, scissors, glue, bond paper

1. Mental Computation Drill:
Solving for the GCF/LCM of a set of numbers
a. 10, 15, 20
b. 38, 9, 54
c. 36, 57
2. Review: Determine the LCM of the each pair of numbers

a. 8 and 12
16
b. 15 and 35
c. 12 and 9
d.
12 and
3. Motivation:
a. show illustration of figures
b. Ask the following figures
1. Which region shows a fraction whose value is less than 1? Name the
fraction.
2. Which region shows a fraction whose value is equal to 1? Give the
fraction.
3. Which region shows a fraction whose value is greater than 1? Name
the fraction.
1. Presentation
Activity:
1. Ask the students to cut out articles in newspapers or magazines that
show a fraction or mixed number.
2. Ask them to make a collage of these articles on bond paper.
3. Ask them also to highlight with a marker the fractions or mixed
numbers in the articles.
4. Discuss the value of cooperation with a learning partner. Illicit from the
pupils how best they could show cooperation in everything they do in
school and the effect of it in the task at hand.
2. Fixing Skills:
Look at the figure.
1. Look at the figure.
a. Give two fractions to tell what part of the rectangular region is

shaded red.
b. Give two fractions to tell what part of the rectangular region is

shaded blue.
c. What part of the region is not shaded?
d. Give two fractions to describe the part of the region that lies to the
left of the red line.
2. What fraction names point B?
3. Generalization
What is fraction? What does the numerator of the fraction tell? What are the kinds of
fraction we discussed? How do we name fractions give shaded regions, sets and number line?
IV. EVALUATION
Write the fraction of the shaded part
1.
2.
a. Write an improper fraction for the shaded part.

b. Write a mixed number for the shaded part.
V. ASSIGNMENT
Illustrate/draw the following fractions

3/8
6/5
3 2/3
8/12
12/5
MATHEMATICS VI
Date: ___________
Rename fractions as decimals and vice versa.
Value: Helpfulness

Skill:
Renaming fractions as decimals and vice versa.
Reference: BEC-PELC II G.2

Materials: 10 x 10 grid, flashcards

1. Drill: Use of flashcards
Give the fraction for the given situation.
1.
2.
3.
4.
5.
2 boys out of 15 boys (2/15)

P3.00 out of P100 (3/100)
7 red marble out of 30 marbles (7/30)
30 marbles out of 30 marbles (30/30)
3 parts of a square equally divided into 8 (3/8)
2. Review:
3. Motivation:
How many of you have gone to the market? Tell the class this
situation.
Liza and their mother went to market to buy some fish. They asked for
kg. of fish. The seller put two fish on the scale and it reads 0.71 kg. Did
they have enough of what they asked for?
Who help mother in our story? What kind of a child is Liza? If you were
Liza, would you also help your mother at home? How?
1. Presentation
Activity: Use of a Grid
1. Use the 10 by 10 grid in Activity
2. Ask pupil to shade or color certain small square.
Example: color/shade 7 grids
How many grids are shaded of the 100 parts? (7/100). Guide them
to see that 7/100 can also be written as decimal (0.07). Lead them to
see how it is done.
3. Continue the activity until the pupil can answer succeeding questions
with ease.
2. Fixing Skills:
a. 15/20
Change to decimals
b. 4/5
c. 7/12
d. 9/20
e.
15/40
3. Generalization
How do you change fraction to decimals? How do you change decimals to fractions?
IV. EVALUATION
Rename the decimals as fractions.
1. 0.7
2. 0.16
3. 0.03
4. 7.24
5. 4.005
V. ASSIGNMENT
Rename as fractions or decimals.
1. 5/8
17/500
2. 0.001
3. 12 7/50
4. 50.8
5. 2
MATHEMATICS VI
Date: ___________
Solve for the missing term in a pair of equivalent fractions
Value: Care for the body

Skill:
fractions
Forming and solving for the missing term in a pair of equivalent
Reference: BEC-PELC II G.3.3-3.4

Materials: strips of paper, fraction bars, activity cards

1. Drill: Naming fractional parts
E.g. 50 pupils in a class
1. 30 are boys (30/50)
4. 7 pupils are absent (7/50)
2. 20 are girls (20/50)
5. 43
3. 15
girls
have
shoes
pupils
are
absent
(43/50)
(15/20)
2. Review: What bigger number can divide equally the given pair of
number.
a. 5
b. 14
c. 16
10
42
24
3. Motivation:
Find a partner. Look for a body parts which come in pairs. Does each
pair have the same function? Discuss the functions? What do you think
will happen of one of the pair will be damage? How will you take care of
your body parts so they can function well?
1. Presentation
Activity: Working by learning team.
Give activity card for each group to work on.
1) 1 = _
5) __ = 3
12
3
6
2) 16 = 2
6
2. Fixing Skills:
3) 2 = 4
4) 100 = _
1000 10
Solve for the missing term
1) 2 = _
2) 6 = __
3) 5 = 25
4) _ = 63
5) 40
= 16
3
20
28
81
3. Generalization
How do we solve for the missing term in an equivalent fraction?
IV. EVALUATION
Solve for the missing term
1) 2 = _
= 20
2) 40 = 4
3) 9 = 3
4) 1 = 9
5) _
50
25
V. ASSIGNMENT
Use the number in the box to write an equivalent fractions. You can use a
number more than once.
8
4
1. 3/12
14
2. 2/6
3. 6/12
4. 6/7
5. 4/8
MATHEMATICS VI
Date: ___________
Reduce fractions to lowest terms
Value: Sharing a fraction of a time to help

Skill:
Reduce fractions to lowest terms
Reference: BEC-PELC II G-5

Materials: flashcards

1. Drill: Finding Equivalent Fractions
Activity Partner Hunting
a. Teacher prepare on small cards 2 sets of fractions that are equivalent
b. Divide the class into two teams with 10 players each. A player in the
team is given a fraction card.
c. At the signal Go, each player in the team looks for a fractional
equivalent to what he/she is holding from among his/her teammates.
d. The first team to finish partner-hunting falls in line with their
partners
e. The team with the higher score wins.
2. Review:
3=n
Solving the missing term in a pair of equivalent fractions

_ = 20
4 = 24
5=_
16
25
30
1. Presentation
Look at this fraction.
12 ( 1, 2, 3, 6, 12 )
15 ( 1, 2, 3, 6, 12 )
a. What are the fractions fo 12? ( 1 x 12, 3 x 4, 6 x 2)

b. What are the factors of 15? ( 1 x 15, 3 x 15 )
c. What is the largest number that is a factor of 12 and also a factor of
15? (3)
d. Divide the numerator and the denominator by the GCF 3.
12 3
15
List the factor of the numerator and the denominator. Encircle the greatest
common factor.
1. 8 ( 1, 2, 4, 8)
9 ( 1, 2, 3 , 4 , 6, 12)
2. 2/4
3. 3/9
4. 5/9
5. 9/16
3. Generalization
When is a fraction is lowest terms? How do you reduce fraction to lowest terms?
IV. EVALUATION
Determine whether the fraction is in lowest terms. Write Yes or No.
1. 3/5
2. 2/6
3. 4/10
4. 5/12
5. 21/28
V. ASSIGNMENT
Write each fraction in lowest terms.
1. 9/12
2. 24/32
3. 25/65
4. 4/10
5. 10/16
MATHEMATICS VI
Date: ___________
Change mixed numbers to improper fractions and vice-versa
Value: Helpfulness

Skill:
Changing mixed numbers to improper fractions and vice-versa

Materials: Math Textbooks, real objects, drawing, flashcards

Strategy:
Tapping Game Reducing fraction to lowest term
1. Teachers prepares on flashcards with fractions to be changed to lowest

terms.
2. The class is divided into 2 groups. The first player for each group stays
in front.
3. The first player is determined by a toss coin.
4. The teacher raises a flashcard and the first player gives the lowest
term of the fraction.
5. A correct answer will earn a point for the group. The group that scores
more wins.
2. Review: Use flashcards. Give the missing term
1. 3 = 1
5. 9 = 3
2. 20 = 10
3. 1 = __
36
4. 4 =
4
_
3
12
1. Presentation
Strategy: Use a problem opener
1. How many flowers are there? How many groups of 3 are there? So
we can also write it as 10/3 which is equal to 3
2. What part of the group is a flower?
3. How many groups are there?
4. What part of a group is the flower?
5. How many wholes are there? (3) What part of the group is the left
over? (1)
6. How do you write a fraction for this? (3 )
7. How many 1/3 are there?
8. What fraction can you write for this?
2. Fixing Skills:
Write an improper fraction for each mixed number
1. 2 1/6 = ( 2 x 6 ) + 1 = 13/6
2. 3 2/4
4. 6 4/6
5. 7
3. 5 2/8
3. Generalization
How is improper fractions changed to mixed number? How is mixed change to improper
fractions?
IV. EVALUATION
Write as a mixed number.

1. 9/5
2. 10/3
3. 7/3
4. 13/4
5. 15/2
V. ASSIGNMENT
Express fraction in lowest term
1. 54/8
2. 40/12
3. 57/8
4. 38/4
5. 37/9
MATHEMATICS VI
Date: ___________
Estimate fractions close to 0, 1/2 , 1
Value: Respectfulness and Helpfulness

Skill:
Estimate fractions close to 0, 1/2 , 1
Reference: PELC II G.7

Materials: flashcards, strips of paper, numberline

1. Drill:
Identifying fractional parts.
2. Review: Rounding Numbers using flashcards

a. P0.21
3. Motivation:
b. P0.89
c. P3.75
d. P2.36
Have you ever help an elderly person carry her heavy load? For
example a woman coming from the market with 3 bags of groceries? Will
it lighten the load if you help her carry 2 bags for her? How does it feel to
help a person?
1. Presentation
Activity: Game Where do you belong
1. Teacher prepares fractions on flashcards.
She divides the board in 3 parts and write
0
2. Any number of players

3. Teacher holds up a fraction.
4. The players estimate if the fraction is close 0, , or 1.
5. The player goes to where the fraction is close to. If his estimation is
wrong he gets out of the game.
6. The player/s who stay in the game win.
2. Fixing Skills:
a. 3/5
State whether the fraction is close to 0, , 1.

b. 2/3
c. 1/5
d. 5/7
e. 5/11
3. Generalization
What is the reference point to estimate fractions close to 0, or 1?
IV. EVALUATION
Indicate if the fraction is close to 0, , 1.
1.
2. 6
7
3. 2
8
4. 4
16
5. 1
5
V. ASSIGNMENT
Use numberline to estimate the fractions close to 0, , 1.
1.
2.
8
3. 3
2
4. 9
5
5. 2
12
14
MATHEMATICS VI
Date: ___________
Find the least common denominator (LCD) of a set of fraction
Value: Fairness

Skill:
Find the least common denominator (LCD) of a set of fraction

Materials: flashcards, show me board

1. Activity Individual Work using Show Me Board. Give the LCM orally.
a. 6 and 7
e. 9 and 18
b. 4 and 12
c. 6 and 8
1. Presentation
Activity: Find the LCD of , , 1/6.
1. What are the denominators?
2. Get the multiples of each denominator.
3. What smallest number can be found in the list? (12)
d. 4 and 12
a. 2/5
b. 1/6
2. Fixing Skills:
Find the LCD
a. , 5/6
3/8
b. 5/6, 6/7, 3/4
c.
4/7
d.
4/7
c. 2/8, 5/16, 3/18 d. 1/3, 1/5,
3/6
3. Generalization
What are the methods of finding LCD?
IV. EVALUATION
Find the LCD
1. 5/9,
5. 2/3, 1/7
2. , 7/8
3. , 2/3
4. 4/9, 1/6
V. ASSIGNMENT
Find the LCD
1. 3/6, 5/18, 2/3
2. 4/9, 2/6, 2/3

3. 2/6, 1/3,
4. 2/3, 1/5, 5/6

5. 4/5, , 3/4
6. MATHEMATICS VI
7. Date: ___________
8.
9. I.
LEARNING OBJECTIVES
10.Order fractions in simple and mixed forms in ascending or descending order

using different methods
11.
12.Value:
Confidence
13.
14.
II.
15.
LEARNING CONTENT
Skill:
Order fractions in simple and mixed forms in ascending or
descending order using different methods
16.Reference: BEC-PELC II. G.10

17.
18.Materials: strips of paper, activity cards, flashcards, drawings

19.
20.
21.
A.
22.
23.
24.
Preparatory Activities
Change the following fractions to lowest term.

a. 2/4
e. 18/24
25.
b. 6/15
c. 10/18
d.
21/36
2. Motivation:
26.
How do you usually arrange name of pupils in a record? Why do we
usually do it? How about numbers, how do we usually write it? Why? Can
we also write the reserve way?
27.
28.
29.
1. Presentation
30.
a. Activity: Small Group Activity

31.Sample Activity Cards. Order from greatest to least. 5 7/8, 5 5/6, 5
32.Exercise 1: Order the fractions from least to greatest.

33.
1. 2/3, 2/9, 2/7, 2/5
5/7, 5/6, 5/12, 5/9
2. , 1/8, , 1/3
3.
34.Exercise 2: Order the fractions from greatest to least.

35.
1. 1/9, 13/14, 4/9
4/5, 4/7,
2. , 5/8, 2/5
36.
b. Make a report on the work of each group.
37.
d. Guide the pupils for some learning insights.
3.
c.
Discuss.
38.
39.
2. Fixing Skills:
Order the fraction in descending order:
40.
a. 6 , 6 2/3, 7 1/10, 5 2/3
c. 1 2/6, 1 3/6, 1 4/6
b. 12 7/11, 12 , 13 1/11
41.
42.
45.
3. Generalization
43.
What are the different ways of ordering fractions? What should be the basis in
ordering fractions in ascending orders? Descending order?
44.
IV. EVALUATION
46.
Arrange the fractions in ascending order
47.
1. 2/5,
49.
1/3, 4/8
48.
3. ,
2/3, 5/9
2. 5/8,
50.
, 2/3
4. 8
, 5 2/5, 7
52.
53.
V. ASSIGNMENT
54.
Arrange the fractions in descending order.
51.
5. 8
1/8, 2 1/8, 6 1/8
1. 4/12, 4/9, 4/10,

4/7
2. , 1/5, 1/10
3. 2/3, 5/6, 4/9
4. 4/5, , 7/10
5. 5/6, 7/8, 13/6
6. MATHEMATICS VI
7.
8. Date: ___________
9.
10.
I.
LEARNING OBJECTIVES
11.Solve mentally word problems involving fractions

12.
13.Value:
Wise use of time
14.
15.
II.
16.Skill:
LEARNING CONTENT
Solving mentally word problems involving fractions
17.Reference: BEC-PELC G. II, 11.1

18.
19.Materials: Math Textbook

20.
21.
22.
A.
23.
24.
Game - Who are you

a. Form 4 team with equal members
b. Teacher flashes cards for pupils to answer.
c. The first pupil tries to answer the question or condition flashed. Each
member takes turns to satisfy the condition. The team with the most
correct answers is declared the winner.
25.
26.
2. Review:
27.
Reduce the following to lowest term:
28.
a. 2/4
15/30
b. 6/8
c. 10/15
d. 10/6
e.
29.
2. Motivation:
30.
friends.
31.
32.
33.
1. Presentation
34.

35.
Lito spends 1 hours gardening and 1 hours cleaning the yard
on Saturday and Sunday. How many hours of the day does he spend
profitably?
36.
it?
a. What are the things you must look into the problem before solving
37.
b. What is asked in the problem?
38.
c. What facts are given?
39.
term.
d. Can you solve the problem mentally? Reduce your answer to lowest
40.
e. What profitable things does Lito do on weekends?
41.
42.
2. Fixing Skills:
Write your answer on your Show Me Board
43.
1. My sum is 5/6. What fraction could we be?
44.
2. I am a whole number and a fraction. What am I?

45.3. I am dividend into 12 equal parts. You take 9 parts out of me. What
names can you give me?
46.4. What my total and 6/8. Simplify my name?
47.5. I am the number 1. Name me as a fraction. How many names can
you give me?
48.
49.
3. Generalization
50.
51.
How do you solve problem mentally?
52.
IV. EVALUATION
53.1.
Father had 40 4/8 meters of wire. He used 10 2/8 meters to fence
his rectangular garden. How much wire was left?
54.2.
The first swimmer to reach the finish line was timed 58 4/10
seconds while the last swimmer was 64 8/10 seconds. What was the
difference in time?
55.3.
The first set of a volleyball game was finished 45 7/10 minutes. The
second set was finished in 35 5/10 minutes. How much longer did it take to
finish the first set than the second set?
56.
57.
V. ASSIGNMENT
58.
Make 5 word problems in fractions that can be solved mentally.
59.
MATHEMATICS VI
60.
61.Date: ___________
62.
63.
I.
LEARNING OBJECTIVES
64.Visualize addition and subtraction of fractions.

65.
66.Value:
Being physically fit
67.
68.
II.
LEARNING CONTENT
69.Skill:
Visualizing addition and subtraction of fractions
70.
Reference:
71.
BEC-PELC II. H.1
72.Materials: strips of paper, fractions chart, cutouts

73.
74.
75.

A.
76.
1. Mental Computation Group Activity:
77.
Wheres My Other Pair?

78.
Match the slippers below with its pair on the box so that the fraction
written on it is in its lowest terms.
79.
2. Review: Check up of assignment
80.
3. Motivation:
81.
Give each group sets of fractions written on flashcards. Let them

group each set to similar or dissimilar fractions.
82.
Examples: , , 5/7
83.
, 3/5, 4/7
3/8, 1/8, 6/8
84.
1. Presentation
85.
Activity: Group Activity - Present a Word Problem

86.
Jose jogs regularly. He jogged 1/5 km then he saw a friend. He
jogged another 3/5 km then he stopped for a while. How many kilometers
have he jogged?
87.
a. What does Jose do regularly?
88.
b. What is asked in the problem?
89.
c. What are the given facts?
90.
d. What operation is needed to solve the problem?
91.
e. What is the number sentence?
92.
f.
93.
How can you solve the problem using your fraction chart
94.
+
a. 1/6 + 1/6
95.
3. Generalization
96.
97.
b. 1/3 + 1/3
c. + 1/4
d.
How do you visualized addition and subtraction of fractions
98.
IV. EVALUATION
99.
Show the sum of:
100.
1.
+
102.
2/4
101.
Show how to add.
3.
1+
1
2.
3/8 +
103.
1/8
104.
5.
3/4 +
4.
3/9 +
1/9 + 2/9
105.
106.
107.
V. ASSIGNMENT
How many can you do mentally? Record your score.
1. 1/6 + 3/6 + 1/6

2. 3/10 + 2/10 +
5/10
3. 4/15 3/15
4. 1/9 + 5/9
5. 5/20 + 3/20 +
7/20
6. MATHEMATICS VI
7.
8. Date: ___________
9.
10.
I.
LEARNING OBJECTIVES
11.Estimate in sum in simple and mixed forms

12.
13.Value:
Kindness to animals
14.
15.
II.
LEARNING CONTENT
16.Skill:
Estimating the sum in simple and mixed forms
17.
Reference:
18.
BEC-PELC II H.2
19.Materials: flashcards
20.
21.
22.
23.
24.
25.

A.
Drill on Estimating Fractions Close to 0, or 1
Activity Where do I Belong?
26.Materials: 3 sets of 10 flashcards with fractions in simple and mixed
forms; 3 cards each having 0, , 1
27.Mechanics:
1. Form 3 teams. Three pupils will be assigned to hold the cards, 0, 1/2 ,
or 1. They stand in front of the class.
2. Distribute the 3 sets of cards to each team.
3. Ask the members of each team to line up on the post where their
fraction belong.
4. The class will process the responses.
28.
29.
2. Motivation:
30.
friends.
31.
32.
33.
1. Presentation
34.
Activity- Working In Pairs
35.
Complete each statement. Use each fraction in the circle once.
36.
1. 8/10 + ____ is about 2
37.
2. ___ + _____ is about 2
38.
3. ___ + 11/13 is close to 2
39.
4. ___ + ____ is about 1

40.
Have each pair of pupils work collaboratively to discover and
identify the addends that will result to the sum close to the given answers.
41.
42.
2. Fixing Skills:
Estimate the sum.
43.
a. 7/8 + 3/7
+ 6/7
c. 6/7 + 8/9
44.b.
d. + 11/12
+ 4/5 + 1 7/8
e.
12/13
45.
46.
3. Generalization
47.
48.
49.
How do you estimate the sum of fractions in simple and mixed forms?
50.
IV. EVALUATION
51.
Estimate the sum.
52.
1. +
54.
3.
3/20 +
15/16 =
53.
2. 3/5
+ 9/10 =
5/9 =
55.
4. 6
1/10 + 7 =
56.
5. 6
11/12 + 8 1/8 =
57.
58.
V. ASSIGNMENT
59.
Estimate the sum
1. 4/9 + 5/8 + 35
2. 4 7/9 + 5 2/10
3. 8/15 + 9/10
4. 6 5/9 + 2 7/9
5. 3 1/8 + 10 3/5 + 9 9/10 + 12 6/6
60.
61.
62.
63.
64.
65.
MATHEMATICS VI
66.
67.Date: ___________
68.
69.
I.
LEARNING OBJECTIVES
70.Estimate difference of fractions in simple and mixed forms.

71.
72.Value:
Thoughtfulness
73.
74.
II.
LEARNING CONTENT
75.Skill:
Estimate difference of fractions in simple and mixed forms.
76.
Reference:
77.
BEC-PELC II.H.2
78.Materials: flashcards with fractions in simple and mixed forms

79.
80.
81.
A.
82.
1. Drill Mental Computation
83.
Estimating Fraction Close to 0, , 1
84.
Activity - Fishing
85.Materials:
3 sets of 8 flashcards with fractions in simple and mixed
forms which are color coded (4 colors)
86.
3 big cards each having 0, , 1
87.Mechanics:
1. From 3 teams. Each leader of the team gets 1 of the 3 big having 0, ,
1.
2. Have each member of the team get a card fastened on the board that
will be close to the figure (0, , 1) printed on the big card.
3. The class will process the answer of each team.
88.
89.
2. Review:
Estimate the sum to the nearest whole number
90.
a. 5/12 + 10/18
d. 7/9 + 1/18
b. 1/3 + 1/12
c. 14/15 + 1/20
91.
92.
3. Motivation:
93.
tie?
94.
Do you ever have the experience of measuring a ribbon? For a bow

Who have seen the bow and tie of a ribbon?
95.
96.
97.
1. Presentation
98.
Activity: Tie a Ribbon

99.
Roda has 2 9/10 m of ribbon to tie a gift for mothers birthday. If she
cuts 7/8 m to tie he pig tails, about how long will be left for the birthday
gift?
100.
1. Answer the questions:
101.
a.
Who has 2 9/10 m of ribbon?
102.
b.
Why does Rhoda have to put ribbon on the gift?
103.
c.
Why did Rhoda cut 7/8 m from the 2 9/10m?
104.
2. Lead the pairs of pupils to analyze and solve the problem.
105.
a.
2 9/10m?
Help them see what happened when Rhoda cut 7/8m form
106.
Let them think aloud such as:
b.
107.
2 9/10 7/8 =
108.
3 1 = 2, close to 2 m
109.
110.
2. Fixing Skills:
Estimate the difference
111.
a. 6 4/9 7/8 =
d. 3 1/6 2
b. 7/8 - =
c. 1 - 9/12 =
112.
113.
3. Generalization
114.
forms?
115.
116.
117.
How do you estimate the difference of fractions in simple and mixed

IV. EVALUATION
Estimate the difference.
118.
1.
6-3=
120.
3.
1 3/8
7/9 =
119.
1/8 =
2.
14 /15
121.
1/6 =
122.
6/7 =
4.
5 7/9
5.
4 1/3
123.
124.
V. ASSIGNMENT
125.
Choose the fractions/mixed forms in the rectangle to complete
the equations to have estimated difference.
2 9/10
1. - 6 8/9 = 0
2. 5 1/9 - = 2
3. - 4/5 = 1
4. 6 8/9 - = 5
5. - 10/12 = 3
126.
2/9
3 8/9
8
1/16
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1657.
1658.
1659.
1660.
1661.
1662.
1663.
1664.
1665.

1667.
1666.
1668.
1669.
1670.
1671.
1672.
1673.
1674.
1675.
1676.
1677.
1678.
1679.
1680.
1681.
1682.
1683.
1684.
1685.
1686.
1687.
1688.
1689.
1690.
1691.
1692.
1693.
1694.
1695.
1696.
1697.
1698.
1699.
1700.
1701.
1702.
1703.
1704.
1705.
1706.
1707.
1708.
1709.
1710.
1711.
1712.
1713.
1714.
1715.
1716.
1717.
1718.

1719.
1720.
1721.
1722.
1727.
1723.
1724.
1725.
1726.
1728.
1729.
1730.
1731.
1732.
1733.
1734.
1735.
1736.
1737.
1738.
1739.
1740.
1741.
1742.

1743.
1744.
1745.
1746.
1747.
1748.
1749.
1750.
1751.
1752.
1753.
1754.
1755.
1756.
1757.
1758.
1759.
1760.
1761.
1762.
1763.
1764.
1765.
1766.
1767.
1768.
1769.
1770.
1771.
1772.
1773.
1774.
1775.
1776.
1777.
1778.
1779.
1780.
1781.
1782.
1783.
1784.
1785.
1786.
1787.
1788.
1789.
1790.
1791.
1792.
1793.
1795.
1794.
1796.
1797.
1798.
1799.
1800.
1801.
1802.
1803.
1804.
1805.
1806.
1807.
1808.
1809.
1810.
1811.
1812.
1813.
1814.
1815.
1816.
1817.
1818.
1819.
1820.
1821.
1822.
1823.
1824.
1825.
1826.
1827.
1828.
1829.
1830.
1831.
1832.
1833.
1834.
1835.
1836.
1837.
1838.
1839.
1840. 4th
1841.
1842. MATHEMATICS VI
1843.
1844. Date: ___________
1845.
1846. I.
Objective:
Find the base when the percentage and rate are given
1847.
1848.
Value: Being thrifty
1849.
1850. II.
Learning Content:
1851.
Finding the Base When the Percentage and Rate are Given
1852.
1853.
References: BEC-PELC II L. 3.2.3
1854.
1855.
Materials: flashcards with percents, manila paper, pentel pen
1856.
1857. III.
Learning Experiences
1858. A. Preparatory Activities:
1859.
1. Mental Computation/Drill on Renaming Percent to Decimal
1860.
Change percent to decimal
1861. 50% in decimal is _______
1862. 75% in decimal is ________
1863. 375% in decimal is ______
1864.
1865. 2. Review: Review on dividing whole number by decimals
1866.
Activity 1 Cooperative Work
1867.
Materials:
4 sets of 2 flashcards having division of whole numbers by decimals
1868.
4 sets of manila paper
1869.
4 pentel pens
1870.
Mechanics:
1871.
1. Ask each leaders of the team gets 2 flashcards having whole number by a decimal.
1872.
2. The members of team solve for the quotient and write the solution on a manila
paper to be published on the board.
1873.
1874.
1875. 1. Activity 1: Use of Compatible numbers Through 10 x 10 square/Manipulative
1876.
Sample:
1877.
Dangdang, a daughter of a vendor helps her mother by buying school supplies
which is cheap but durable. She buys her notebook in Store A at P6.00 which is 10% of the
cost of notebook in Store B. How much is the notebook in Store B.
1878.
1879. 1. Ask the following questions:
Who is the daughter of the vendor
How much is the notebook of Dangdang?
Does Dangdang have a good decision in buying the notebook? How do you know?
1880.
1881. 2. Fixing Skills:
1882.
Solve for the base.
1883.
1. 50% of ____ is 3
4. 10.5 is 30% of what number?
1884.
2. 20% of what number is 14
5. 65% of N = 58.5
1885.
3. 14 is 35% of what number
1886. 3. Generalization:
1887.
Expected Questions. How do you find the base when the percentage and
rate are given?
1888.
1889. IV.
Evaluation:
1890.
Rename these fractions as similar fractions. Add then express the sum in lowest
term if possible.
1891.
1.
20 % of n is 2
1892.
2.
7 is 35 % of n
1893.
3.
40 % of n = 8
1894.
4.
10 is 40 % of n = 8
1895.
5.
25% of what no. is 2?
1896.
1897. V.
Assignment:
1898.
Solve.
1. 6 % of n = 4.5
2. 6.72 is 7 % of what number?
3. 12 % of n is 14.4
4. 88 % of what number is 660?
5. 220 is 275 % of n
1899.
1901.
1902. Date: ___________
1903.
1904. I.
Objective:
Compute common percentage mentally
1905.
1906.
Value: Being thrifty
1907.
1908. II.
Learning Content:
1909.
Computing common percentage mentally
1910.
1911.
References: BEC-PELC II L. 3.3.
1912.
1913.
Materials: flashcards, charts
1914.
1915. III.
Learning Experiences:
1917.
1. Drill on Basic Multiplication Facts
1918.
a.
6 x 10
b. 6 x 8
c. 6 x 6
d. 6 x 5
1919.
1920. 2. Review: Multiplication of Decimals
1921.
a. 0.25 x 5
b. 0.15 x 5
c. 0.3 x 3
d. 0.04 x 9
1922.
1923. 3. Motivation:
1924.
Have you ever joined a Math Contest?
1925.
Answer the question without writing the solution?
1926.
1927.
1928.
1. Activity Use of challenging Word Problem
1929.
Sample:
1930.
75% of 8000 is what number?
1931.
N is 75 % of 8000
1932.
75 % of 8000 is _______.
1933.
What is 75% of 8000 is N
1934.
1935.
1. Guide the pairs of pupils to:
1936.
a.
determine the base and rate
1937.
b.
identify what is to solve for
1938.
c.
decide what process to use
1939.
d.
compute without writing the computation on paper
1940.
e.
discuss their answer
1941.
1942.
2. Through pair square they have to do number 1 a-e
1943.
1944. 2. Practice Exercises/Fixing Skills:
1945.
a. 20% of 20 is _____
1946.
b. 25% of 60 is N
1947.
c. 50% of 70%
1948.
d. N is 40% of 20
1949.
e. 60% of 15 is what number?
1951.
How do you solve for the common percentage mentally?>
1952.
1953. IV.
Evaluation:
1954.
Solve for the percentage mentally
1955.
a.
10% of 10 is _____
1956.
b.
_____ is 20% of 50
1957.
c.
N is 20% of 15
1958.
d.
40% of 40
1959.
e.
What is 50% of 90?
1960.
1961. V.
Assignment:
1962.
Solve for the percentage mentally.
1. N is 25% of 36
2. 10% of 20 is what number?
3. 40% of 50 = ______.
4. _____ is 60% of 160
5. What is 15% of 80?
1964.
1965. Date: ___________
1966.
1967. I.
Objective:
Solve word problems involving finding the percent of increase/decrease on discounts, original
price, rate of discount, sale price and mark up rice.
1968.
1969.
Value: Frugality
1970.
1971. II.
Learning Content:
1972.
Solve word problems involving finding the percent of increase/decrease on
discounts, original price, rate of discount, sale price and mark up rice.
1973.
1974.
References: BEC-PELC II L. 3.4, 3.4.1
1975.
1976.
Materials: Song Flashcards
1977.
1978. III.
1980.
1981.
Drill on Renaming of Percents to Decimals, Fraction to Percent, Fraction
to Decimals and Vice Versa.
1982.
1983.
1984.
1985.
1986.
2. Review:
Do what is asked for:
1. What is 25% of 30? _____]
2. Forty is what percent of 200?
3. 18 is 30% of what number?
3. Motivation:
1987.
The pupils of Loundagin Elementary School went to an educational trip. One of
the places they visited was Phiyas, Lukban, Quezon. While the group was going around the
place the attention of some pupils was caught by the sigh in one of the stalls found in the
place, a mark 15% off. 10% off and 12% off. Can you tell what the signs means?
1988.
1989.
1990. 1. Activity 1 Use of compatible numbers in the problem.
1991.
Sample:
1992.
Aling Conching went to a factory outlet of garments to avail a low price and a
good gain possible. The underwear A was originally sold at P each. She asked herself of the
following:
1993. a. If she was given 20% discount of the original price, how much was the sale
price?
1994.
1995. 1. Answering the questions:
1996.
a.
Who went to the factory outlet?
1997.
b.
Why did she go to the factory outlet?
1998.
c.
Do you think the original price is too high which will not give her a good
gain? Why?
1999. 2. Guide the pupils analyze and solve the problem.

2000.
2001.
2003.
Find the missing entries.
2004.
2005. Original
2006. Rate of
2007. Discount
2008. Sale Price
Price
Discount
2009. 1. P220
2010. 10%
2011. P47
2012.
2013. 2. P235
2014.
2015.
2016.
2017. 3. P930
2018.
2019.
2020. P874.20
2021.
2023.
How do you solve for percent problems involving increase/decrease?
Discounts? Original price? Rate of discounts? Sale price? Mark up Price?
2024.
2025. IV.
Evaluation:
2026.
Find the missing entries.
2027. Original
2028. Rate of
2029. Discount
2030. Sale Price
Price
Discount
2031. 1. P200
2032. 15%
2033.
2034. P170
2035. 2. P250
2036. 20%
2037. P50
2038.
2039. 3. P490
2040. 10%
2041. P60
2042. P540
2043. 4. P950
2044.
2045. 47.50
2046. P902.50
2047. 5. P850
2048. 15%
2049. 127.50
2050.
2051.
2052. V.
Assignment:
2053.
Analyze and solve the problem.
1. Mrs. Santos bought a barong with 15% discount. How much did she save and pay if the tag price
of the barong is P1575?
2. Laura bought an RTW dress for P575 at 20% discount what was the original price?
3. The sale price of an item is P2060. if this is 60% higher than the cost, what is the original price?
2054.
2056.
2057. Date: ___________
2058.
2059. I.
Objective:
Solve the word problem involving commission, rate of commission, total sales, total income.
2060.
2061.
Value: Being financially sufficient in meeting ones need
2062.
2063. II.
Learning Content:
2064.
Solving Word Problem on Commission, Rate of Commission, Total Sales, Total
Income
2065.
2066.
References: BEC-PELC II L. 3.4.2
2067.
2068.
Materials: puzzle, charts
2069.
2070. III.
2072.
1. Opening Song: Solving Problem
2073.
2. Mental Computation: Drill on finding the rate, base or percentage
2074.
a.
Strategy Completing the Table
2075.
Materials 8 numbered rolled papers
2076.
Table having data at random for columns of rate, base, percentage.
2077.
Mechanics:
2078.
1. Form 4 teams of equal number of members.
2079.
Ask the leader of the team to draw the numbered rolled papers.
The members of the team will complete the table within the time limit set by the
class.
2080. 2.
The team having the highest number of correct answers wins.
2081.
2082.
3. Motivation:
2083.
What do you call the amount given to the sales agent after he is able to sell the
item to the company aside having basic monthly salary?
2084.
2085.
2086. 1. Activity Completing the Table
2087.
Sample: Find the missing entries:
2088. B
2089. T
2090. A
2092. R
2094. C
2095. T
asic
otal
bove
ate
om
otal
Sala
Sale
2091. P
of
miss
2096. I
ry
s
50
2093. C
ion
nco
000
om
me
miss
ion
2097. P
2098. P
2099.
2100. 5
2101.
2102.
13
278
%
798
000
2103. P
2104. P
2105.
2106.
2107. P
2108.
2115.
2116.
2117.
2118.
2119.
2120.
2121.
2122.
13
278
14
798
000
535
2109. P
2110.
2111.
2112. 6
2113. P
2114.
13
%
20
798
550
1. Answering questions:
a.
What is the basic salary of the sales agent?
b.
How much is his total sales?
c.
What is the rate of commission of sales agent B?
2. Lead the pairs of pupils analyze and find the answer in the table by using the
steps in Activity 1 number 2-a to h.
2. Fixing Skills:
Find the missing data
2123. T
2124. R
otal
ate
Sale
of
s
2125. C
om
miss
ion
2131. 1
2132. 2
.
0%
2136.
.
2137. 1
8%
2141.
.
2142.
2146. 4
.
P120
000
2151. 5
.
P80
000
2147. 2
0%
2152. 1
5%
2126. C
om
miss
ion
2127. B
asic
2128. S
alar
y
2129. T
otal
2130. I
nco
me
2133. P
600
2134. P
14
467
2139. P
20
536
2144.
2135.
2149.
2150. P
45
000
2154. P
20
000
2155.
2138.
P
1
620
2143. P
15
000
2148.
2153.
2140.
2145.
2156.
2158.
How do you solve the commission? Rate of commission? Total sale?
And total income?
2159.
2160. IV.
Evaluation:
2161.
Complete the table.
2162. B
2163. T
2164. R
2166. C
2167. T
asic
otal
ate
om
otal
Sala
Sale
of
miss
2168. I
ry
s
2165. C
ion
nco
om
me
miss
ion
2171. 2
0%
2169. 1
2170. P
2172.
2173.
. P
120
15
000
000
2174. 2
2175. P
2176.
2177. P
2178. P
.
300
45
59
P14
000
000
500
500
2179. 3
2180. P
2181. 2
2182.
2183.
.
170
5%
P30
000
000
2184. 4
2185.
2186. 1
2187. P
2188.
.
8%
81
P18
0000
000
2189. 5
2190. P
2191.
2192. P
2193.
.
800
160
P50
000
000
000
2194.
2195. V.
Assignment:
2196.
Solve the problem:
1. A salesman sells a car for P860 000. If he receives a commission of 20%, how much will be his
commission?
2. A salesman is working on 8% commission. If he wants to make P14 000 commission in a month,
how much must he sell?
2197.
2199.
2200. Date: ___________
2201.
2202. I.
Objective:
Solve the problems involving sales tax, rate of sales tax, selling price
2203.
2204.
Value: Honesty and truthfulness
2205.
2206. II.
Learning Content:
2207.
Solving word problems involving sales tax, selling price
2208.
2209.
References: BEC-PELC II L. 4.3
2210.
2211.
Materials: Math textbook
2212.
2213. III.
2215.
1. Opening a Song: Solving Problem
2216.
2217.
Drill on Finding the Rate, Base or Percentage
2218.
Strategy 1: - Role Play
2219.
Materials:
4 rolled papers numbered 1-4, table for each team having column
for percentage, rate base.
2220.
Mechanics:
2221.
1.
Have the 4 teams prepare flashcards where each card has question on
rate, base or percentage.
2222.
2.
Let the leader of the team draw the numbered rolled paper to determine
the first, second, third or fourth teacher.
2223.
3.
The teacher from the team flashes the card and the other 3 teams answer
on the board for their own table.
2224.
4.
The team with the highest score wins.
2225.
2227.
Every year, your parents pay an amount to the government. What do you call this
amount paid to the government?
2228.
2229.
2230. 1. Activity Completing the Table
2231.
Sample: Look for the missing data.
2232.
2233. Ite
2234. Sell
2235. Rat
2236. Sal
2237. Tot
m
ing
e of
es Tax
al Cost
Price
Sales
of
Tax
2238. the
Item
2239. Ho
2240. P3,
2241. 6%
2242.
2243.
use and
5000,00
Lot
0
2244. Sec
2245. P95
2246.
2247.
2248. P99
ond
Hand
Car
2249. Sec
ond
Hand
2250. Jee
pney
2255.
2256.
2257.
2258.
2259.
2260.
2261.
2262.
2263.
2264.
0,000
2251.
7,500
2252.
4%
2253.
P10
,000
2254.
1. Answer the question:

a.
How much is the selling price of the house and lot?
b.
What item has a selling price of P950,000?
c.
What rate of sales tax does the house and lot have? Jeepney?
Complete the table.
2265. Selling
2266. Rate of
2267. Sales Tax
2268. Total Cost
Price
Sales Tax
2269. 1. P200
2270. 3%
2271.
2272.
2273. 2. P680
2274.
2275. P34
2276. P795
2277. 3. P750
2278.
2279.
2280. P795
2281. 4. P2500
2282. 8%
2283.
2284.
2285. 5.
2286. 6%
2287. P300
2288.
2289.
2291.
How do you solve for sales tax, rate o sales tax and selling price?
2292.
2293. IV.
Evaluation:
2294.
Fill in the data to complete the table.
2295. Selling
2296. Rate of
2297. Sales Tax
2298. Total Cost
Price
Sales Tax
2299. 1. P1,600
2300. 3%
2301. P48
2302.
2303. 2. P4,500
2304. 6%
2305.
2306. P4770
2307. 3. P900
2308. 4%
2309.
2310.
2311. 4. P9,000
2312.
2313. P720
2314.
2315. 5.
2316.
2317. P600
2318. P10,600
2319.
2320. V.
Assignment:
2321. Analyze and solve the problem.
2322.
1)
A lady bag worth P1500 is given a sales tax of 6%o. How much will a buyer pay
for the bag?
2323.
2)
A food item is given a sales tax of P22.40 or 4% paid by the customer. How
much is selling price of the item? How much is the total cost paid by the customer?
2324.
3)
A sales tax for an item is P125. The cost is P3125. What is the ratio of the sales
tax? How much is the selling Price?
2325.
2327.
2328. Date: ___________
2329.
2330. I.
Objective:
Solve the word problem involving simple interest, principal, rate and time
2331.
2332.
Value: Thrift
2333.
2334. II.
Learning Content:
2335.
Solving word problem in simple interest, principal, rate and time
2336.
2337.
References: BEC PELC L. 3. 4. 4
2338.
2339.
Materials: Math textbooks
2340.
2341. III.
2343.
1. Opening song: (Math Song)
2344.
2345. 2. Mental Computation: Drill on finding the rate, base or percentage
2346.
a. Activity 1 Role Play
2347.
Materials: Each member of the team prepare question.
2348.
Mechanics:
2349. 1)
Form 4 teams.
2350. 2)
One member of each team takes turn to flash their cards and the rest of
the pupils answer.
2351. 3)
The teacher writes the score of each team and checks the answer
2352. 4)
The teacher determines which team gets the highest score and declares as
the winner.
2353.
2355.
Who has seen a bank book? What can you see in it? Does it have an
interest? What about the principal?
2356.
2357.
2358. 1.
Presentation:
2359.
a.
Activity 1 - Use of Compatible Numbers
2360. Sample:
2361.
Rhoda has a deposit of P5 000 in a saving account for 2 years. If the
bank pars simple interest at the rate of 6%, how much interest will she receive?
2362. 1) Answering the questions:
2363.
a) Who has a saving account m a bank?
2364.
b) How much is her deposit'
2365.
c) If you are Rhoda will you open a saving account in the bank? Why?
2366. 2) Lead the pairs of pupils analyze and solve the problem.
2367.
a) Ask the pupils to look for what the problem tells them to find.
2368.
b) Have them know which of the given facts are the needed data and the
hidden facts.
2369.
c) Help them construct question about the hidden fact.
2370.
2371.
d) Have them decide what operations to use to solve the problem.

e) Ask them to express the hidden question/whole problem to an equation
2372.
2373. 2. Practice Exercises:
2374.
1)
Three years ago, Ruby borrowed P12 000. if she paid back P15 200,
what was the rate of simple interest?
2375.
2)
Laura applied a loan of P8 000 at a yearly interest of 10%. If she paid
back the credit union of P9 600, what is time period of her loan?
2376.
2378.
How do you solve for the simple interest? rate of interest? and time?
2379.
2380. IV.
Evaluation:
2381.
Analyze and solves the problems.
2382.
Lilia invested P75 000 at 5.75% simple interest for 2 years. How much did she earn?
2383. 1) The rate of interest is _______.
2384. 2) The principal is _______.
2385. 3) The time covered _______.
2386. 4) The equation to be used to find the interest and total amount of money are:
2387.
a)
_______.
2388.
b)
_______.
2389. 5) The amount of interest Lilia's money earned was _______.
2390.
2391. V.
Assignment:
2392. 1) Nena borrowed P75 000 from a credit union. At the end of 2 years he has to pay back at
8% interest. How much is the interest?
2393. 2) Ricardo's father borrows P90 000 from a financial institution. At the end of 2 3/4 years he
has to pay an interest rate of 20%. How much will he pay back the financial institution in all?
2394. 3) Rolando has P20000 in his savings account. If the rate of interest is 4 1/2% a year, how
much interest does his money earn? How much money will he have in all?
2396.
2397. Date: ___________
2398.
2399. I.
Objective:
Make simple predictions
2400.
2401.
Value: Awareness and Sensitivity to the Things Around Us
2402.
2403. II.
Learning Content:
2404.
Computing common percentage mentally
2405.
2406.
References: BEC-PELC II M.1.
2407.
2408.
Materials: Math Textbooks
2409.
2410. III.
2412.
1. Opening Song: Pagdating ng Panahon
2413.
2415.
Discuss the message of the song relating prediction. Which line in the
song tells what you want to occur will likely to happen? Will unlike to happen? Fair or even
chance to happen impossible to happen? Or certainly to happen?
2416.
2417.
2418. 1. Presentation:
2419.
a.
Activity 1 - Use of Observable Things Around Us
2420.
Decode which of the following will likely to happen, unlikely to happen,
fair or even chance to happen, impossible to happen, or certainty to happen. Write your
answer before the number.
2421. _____ 1)
A couple can not afford to have an ULTRASOUND and they are
waiting for a newborn baby. They fell that the unborn baby is a girl.
2422. _____ 2)
The sun sets in the south.
2423. _____ 3)
It is cloudy today. Then it will not rain.
2424.
2426. Which of the followings can be considered as unlikely to happen, likely to
happen, equally likely to happen, impossible to happen or certainly to happen or certainly the
answer before the number.
2427.
_____ 1) When one is seated he is rested.
2428.
_____ 2) When a man sleeps, he snores.
2429.
_____ 3) A man in the bathroom always takes a bath.
2430.
2432.
Expected Question:
2433. How do you make simple prediction?
2434.
2435. IV.
Evaluation:
2436.
Make a prediction on the following situations are likely to happen, unlikely to
happen, equally likely to happen, impossible to happen and certainly to happen.
2437.
_____ 1) Reading books makes a man wiser.
2438.
_____ 2) When one sharpens his saw, he sharpens his thinking skills.
2439.
_____ 3) When mother takes a bath, father is coming home.
2440.
2441. V.
Assignment:
2442. Predict simply on the following situation in terms of likely to happen, unlikely to happen,
equally likely to happen, impossible to happen or certainly to happen.
2443.
_____ 1) When one is in pensive mood, he thinks deeply.
2444.
_____ 2) When one stares at nothing, he has depression.
2445.
_____ 3) Not all gold glitters.
2447.
2448. Date: ___________
2449.
2450. I.
Objective:
Tell the number of favorable outcomes/chances
2451.
2452.
Value: Having faith in life
2453.
2454. II.
Learning Content:
2455.
Telling number of favorable outcomes/chances
2456.
2457.
References: BEC-PELC II M.2
2458.
2459.
Materials: ratio cards, spinner, die, lettercards
2460.
2461. III.
2463.
1. Opening Song: Pagdating ng Panahon sung by Aiza Seguerra.
2464.
2466.
Now man sides does a coin have?
2467. If you are to toss a coin, what is the chance that your can will land head?
2468.
2469.
2471.
a.
Activity 1 - Spin a wheel
2472. 1)
Have a spinner having 6 equal-size sections which appear below:
2473.
2474.
2475.
2476.
2477. 2)
Have each member of the tea spins the wheel while a recorder writes
what section is pointed by the pointer.
2478. 3)
Ask each member to relate the number of favorable outcomes each
section has as indicated by the pointer to the number of possible outcomes like:
2479. P( ) = 1/6 (in case it points to the )
2480.
2482.
A bag has marbles with 1 blue, 3 green, 2 red and 2 yellow.
2483.
Find the probability of:
2484.
a.
drawing 1 blue marble
2485.
b.
drawing 3 green marbles
2486.
c.
drawing 2 red marbles
2487.
d.
drawing 2 yellow marbles
2488.
2490.
How do you tell the number of favorable outcomes/chances?
2491.
2492.
2493. IV.
2494.
2495.
2496.
2497.
2498.
2499.
2500.
2501.
2502.
2503.
2504.
2505.
2506. V.
2507.
Evaluation:
Study a spinner numbered 1 to 8 is spun.
What is the probably of spinning:
a)
an odd number?
b)
divisor of 9
c)
multiple of 2
d)
composite number
e)
a factor 18
f)
a smallest even number
g)
multiple of 10
h)
greatest common factor of 24 and 32
i)
spinning 10
Assignment:
Study the cards with letters.
2508.
2509.
One card is draw from a well-shuffled 9 lettered cards. What is the probability of
drawing a card/card having letter/s
a. L,O,V,E
b. M,A,T
c. I
d. V,E
e. Y
2511.
2512. Date: ___________
2513.
2514. I.
Objective:
Visualize integers in their order on a number line
2515.
2516.
Value: Appreciation for use of number line in understanding/visualizing integers
2517.
2518. II.
Learning Content:
2519.
Visualizing Integers in Their Order on a Number Line
2520.
2521.
References: BEC-PELC II N.1
2522.
2523.
Materials: flashcards, handkerchief, bingo card, markers
2524.
2525. III.
2527. 1.
Mental Computation: PEMDAS on Whole numbers
2528.
Play "Agawan Panyo"
2529.
1)
2530.
2)
Call on a volunteer to act as arbiter. He; she stays at the center of the
platform and holds the handkerchief. The handkerchief is allowed to dangle in the
arbiter's hand.
2531.
3)
A member of each group stays at the tack of the classroom and stands at
the center aisle.
2532.
4) Teachers flashes an equation
2533.
Examples: 10-2.3 =
34-(5+8) =
7.3 + 24 8 =
2534.
2535.
2545.
2546.
2. Review: Finding the Probability of Some Events

2536.
1)
Divide the class into 3 groups.
2537.
2)
Show to them a bag containing marbles; 4 blue, 2 red, 1 white and 3
green marbles.
2538.
3)
On a random draw, ask for the probability of the following events to
happen.
2539. a)
P (picking a blue marble)
2540. b)
P (picking a green marble)
2541. c)
P (picking a red marble)
2542. d)
P (picking a white marble)
2543.
4)
Call a volunteer to do the act of drawing the marbles.
2544.
5)
Discuss the answers.
3. Motivation:
2547.
Teacher does the following actions and volunteers do the opposite actions.
2548.
Ex.
2549. a) walk forward
d) shake head
2550. b) sit down
e) frown
2551. c) laugh
2552.
2553.
2555.
a.
Activity 1
2556.
1)
Draw a number line on the board.
2557. 2)
Tell the class that numbers 1, 2, 3, 4, 5... are the set of counting numbers.
Zero, together with the set of counting numbers are the set of whole numbers.
2558. 3)
Show in the mirror image of 1 on the number line.
2559. 4) Introduce the set of integers and the set of whole numbers and their
opposites.
2560. 5) Give more examples.
2561.
2563.
Write the integer for each.
2564.
1)
deposit P400.00
2565.
2)
56 below 0
2566.
3)
gained 7 kilos
2567.
4)
250 km north
2568.
5)
12 C below 0C
2569.
2571.
What are integers? How does the number line help you in
understanding/visualizing integers?
2572.
2573. IV.
Evaluation:
2574.
Write the integers for each.
2575.
1)
600 m above the ground
2576.
2)
lost 15 points
2577.
3)
saved P20.00
2578.
4)
spent P35.00
2579.
5)
withdrawal of P1,500.00 card wins.
2580.
2581. V.
Assignment:
2582.
Illustrate the following in the number line.
2583.
1)
The set of integers greater than-3 and less than 2
2584.
2)
The set of integers greater than-5 and less than 5
2585.
3)
The set of integers less than-0 and greater than -7
2586.
4)
The set of integers less than 8 and greater than 5
2587.
5)
The set of integers i s than-3 and greater than -10
2589.
2590. Date: ___________
2591.
2592. I.
Objective:
Compare Integers
2593.
2594.
Value: Teamwork
2595.
2596. II.
Learning Content:
2597.
Comparing Integers
2598.
2599.
References: BEC-PELC N.2
2600.
2601.
Materials: number line, flashcard, number cards
2602.
2603. III.
2605.
1. Mental Computation: Name the Integer
2606.
15 units right of -50
2607.
3 units to the right of 0
2608.
1 unit to the left of +5
2609.
2610. 2. Review: Naming Integers using the Number Line.
2611.
Draw a number line and use it to identify the integers described.
1. 7 units to the left of 0
2. 3 units to the right of +6
3. 6 units to the left of -2
2612.
2613. 3. Motivation: Using the number line.
2614.
Ask:
2615.
a)
What are the numbers to the right of zero? Are they greater than 0?
2616.
In general, is zero less than all positive inters? Why or why not?
2617. b) What are the numbers to the left of zero? Are they less than 0?
2618.
In general, is zero greater than all negative integers? Why?
2619.
2620.
2622.
a.
Discuss how to compare integers using the symbols>, <or=.
2623.
b.
Elicit the following:
2624.
Zero is greater than all negative integers but smaller than all positive
integers.
2625.
All positive integers are greater than all negative integers; all negative
integers are less than al positive integers.
2626.
2628.
Write >,< or =.
2629.
a) - 4 -8
d) 5 units right of-6
2630.
b) - 10 0
e) units left of 12
2631.
c) 8 9
f) -150 -149
2632.
2633.
2634.
2635.
2636. IV.
2637.
2638.
2639.
2640.
2641.
2642. V.
2643.
2644.
2645.
2646.
2647.
3. Generalization:
How will you compare integers using> < or =?
Evaluation:
A. Fill in the box with either >,< or =.
1) 25 -25
4) 9 -9
2) -16 -16
5) 150 149
3) -15 -14
6) 200 200
Assignment:
Write the integers for each then >, < or = to compare them.
1)
20 below 0 150 below 0
2)
1500 ft. above the ground 1500 ft. below the ground
3)
basement of a building rooftop of a building
4)
7 below 0C 7 C above 0C
2649.
2650. Date: ___________
2651.
2652. I.
Objective:
Order integers in increasing/decreasing order
2653.
2654.
Value: Orderliness
2655.
2656. II.
Learning Content:
2657.
Ordering integers in increasing/decreasing order
2658.
2659.
References: BEC-PELC II. N.3.
2660.
2661.
Materials: flashcards, activity cards
2662.
2663. III.
2665.
1. Mental Computation: Comparing Integers
2666.
1. Teacher flashes cards like the following:
2667.
-7 7
12 0
-8 -9
2668.
2669. 2. Review: Fill in the box with < , > or =
2670.
a)
0 -8
d) 15 -15
2671.
b)
-5 -4
e) 0 -1
2672.
c)
20 20
f) -1 +1
2673.
2675. a) Call 10 boys to come in front.
2676. b) Call another pupil to arrange the boys according to their weight by just looking at
them.
2677. c) After doing that, ask the 10 boys their actual weight in kilograms.
2678. d) Ask:
2679.
Are they correctly arranged? In what order?
2680.
2681.
2683.
a. Base Method
2684. 1) Prepare 4 bases and tasks for eats base.
2685.
Mechanics:
2686.
a) Divide the class into groups of4.
2687.
b) Each group goes from one base to another within a given :;me, say 3
minutes.
2688.
c) Once they hear the buzzer, that signals them to move to the next base.
2689. 2) Each group has to solve the problems in each base.
2690.
2692. 1) Arrange the following in increasing; ascending order.
2693.
a) -5, 10, -12, 7, 15, -25, 0
2694.
b) 0,-9,-15,+12,-4,+7
2695.
2697.
What are the ways of ordering integers?
2698.
2699. IV.
Evaluation:
2700. Arrange the integers in each group in:
2701. 1) Ascending Order
2702.
a) -3, 2, 4, -1
2703.
b) -6, 10, 8, 13, -12
2704.
c) 5, -4, -12, 6
2705. 2) Descending Order
2706.
a) 0,-1, 9,-3,7
2707.
b) -3, 0, 4, -6, 6
2708.
c) 4, 12, 0, -15, -18
2709.
2710.
2711. V.
Assignment:
2712.
Arrange each set of integers in descending order.
2713.
1)
-8, -5, -1, -9, -1, 1
2714.
2)
+2, +6, +11, +2, +15
2715.
3)
-26, 33, -45, 17 ,3
2716.
4)
70,-90, -46, 80, 6
2717.
5)
-6, 16, -25, -16, 44
2719.
2720. Date: ___________
2721.
2722. I.
Objective:
Visualize the different spatial figures
2723.
2724.
Value: Appreciation of various figures in the environment
2725.
2726. II.
Learning Content:
2727.
Visualizing spatial figures
2728.
2729.
References: BEC-PELC III. A. 1.1
2730.
2731.
Materials: flashcards, paper robot, ball, funnel, art paper, scissors, real objects
2732.
2733. III.
2735.
1. Mental Computation: Solving for Perimeter and Area
2736.
14 cm
2737.
Example: 5m
6 cm
2738.
2739. 2. Review: Review previous lesson. Give 2 examples
2740.
2741.
2743.
a. Activity
2744. 1)
Introduce the different spatial figures. Let the students describe the
characteristics of each figure.
2745. 2)
Ask what is
common among all the spatial figures?
2746. 3)
Present a paper robot whose parts are made up of spatial figures.
2747. 4)
Ask the students to identify the spatial figures represented by each part
by completing the chart below.
2748.
2749.
Activity 1
2750.
Parts of the
2751. Spatial figures Represented
Robot
2752. Head
2757. Ex. Cube
2753. Body
2758.
Rectangular prism
2754. Arms
2755. Legs
2756. Feet
2759.
2761.
Identify the spatial figure represented y the following:
2762.
1) ball ______
3) funnel ______
5) tent ______
2763.
2) globe ______
4) test tube ______ 6) dice ______
2764.
2766.
What are the different spatial figures? Describe each lone.
2767. What are their common characteristics?

2768. IV.
Evaluation:
2769.
Name the spatial figures resembles to the following objects below:
2770.
1.
box
2771.
2.
ball
2772.
3.
dice
2773.
4.
ice cream cone
2774.
5.
globe
2775.
2776. V.
Assignment:
2777.
Construct each spatial figures using art paper
1. a blue pyramid
2. a black cone
3. a yellow cube
4. a green rectangular prism
5. a red cylinder
6. a violet sphere
2779.
2780. Date: ___________
2781.
2782. I.
Objective:
Describe the different spatial figures
2783.
2784.
Value: Resourcefulness
2785.
2786. II.
Learning Content:
2787.
Describing Spatial Figures
2788.
2789.
References: PELC III A. 1. 2
2790.
2791.
Materials: cartolina, scissors, paste, flashcards, spatial figures, handkerchief
2792.
2793. III.
2795.
1. Mental Computation Drill: Solving for Perimeter/Area of Plane Figures
2796.
Ex: 18cm
2797.
P=?
8 m A= ?
2798.
12 cm
2799.
2800.
2801. 2. Review: Identifying Spatial Figures
2802.
What are the different spatial figure?
2803. Give examples of real objects that are models of spatial figures.
2804.
2806.
1)
Group the pupils into Learning Barkadas.
2807.
2)
Provide each group pieces of used folders, scissors and paste.
2808.
3)
Let them make some spatial figures, out of these materials.
2809.
4)
The first to make 3 will be declared as winners.
2810.
2811.
2813.
Present the lesson through this activity:
2814.
a.
Call the winners.
2815. 1)
Let them show the spatial figures they made that are different from the
first group.
2816. 2)
Have them describe each and identify its parts.
2817.
b.
Matching Game
2818. 1)
Blindfold a volunteer pupil.
2819. 2)
Let him/her hold a spatial figure.
2820. 3)
Let him/her identify e1 describe it.
2821.
2823.
Match Column A with Column B.
2824.
A.
B.
2825. ____ 1) The base is a polygon and its faces are triangles
a) rectangular
2826.
2827.
2828.
2829.
2830.
2831.
2832.
2833.
2834.
2835.
2836. 3.
2837.
2838.
2839. IV.
2840.
2841.
____ 2) A spatial figure with a polygonal base whose

b) cone
edges meet at a common vertex
____ 3) a spatial figure having a circular base and
c) pyramid
one vertex
____ 4) A spatial figure with 2 parallel congruent faces
d) cylinder
called bases and the other faces are parallelograms
____ 5) A spatial figure with 2 circular bases, no edge
circular bases, no edge and no vertex
e) triangular prism
Generalization:
What is prism? What are the kinds of Prism? Describe.
Evaluation:
Complete the table.
Spatial Figure
2845.
1. Cube
2842.
No.
of
Faces
2846.
2843.
No
. of Edges
2847.
2844.
N
o.
of
Vertices
2848.
2849.
2. Rectangular prism
2850.
2851.
2852.
2853.
3. sphere
2854.
2855.
2856.
2857.
4. cylinder
2858.
2859.
2860.
2861.
5. triangular pyramid
2862.
2863.
2864.
2865.
2866. V.
Assignment:
2867. Cut out pictures of objects from newspapers or magazines that are models of spatial
figures. Describe each.
2869.
2870. Date: ___________
2871.
2872. I.
Objective:
Derive the area formulas of plane figures
2873.
2874.
Value: Appreciation
2875.
2876. II.
Learning Content:
2877.
Deriving Area Formulas and Solving for Areas of Plane Figures
2878.
2879.
References: BEC-PELC III. 1.3
2880.
2881.
Materials: flashcards, pictures, bond papers, ruler, pencil
2882.
2883. III.
2885.
1. Mental Computation Drill: Finding Perimeter of Polygons
2886.
2887.
2888.
2889.
2. Motivation:
1. Show the following:
2890.
2891.
2892.
2)
3)
What is the perimeter of each?

How many square units are there in each figure?
2893.
2894.
2896.
a.
Introduce are.
Derive formula for the area of a square and rectangular.
2897.
A = S2 A = l x w
2898.
2899.
b.
Next, derive the area formula of the following: Show step-by-step
process.
2900. 1) Parallelogram
3. trapezoid
5. circle
2901. 2) rhombus
4. triangle
2903.
Draw the given figure with its dimension. Write its formula in finding its area
then solve:
2904.
1)
a rectangle whose length is 15 cm and its width is 10 cm
2905.
2)
a square whose side is 3.5 m
2906.
3)
a circle a radius of is 5.2 dm
2907.
2909.
What is the area formula and how do you solve for the area of the
following?
2910.
2911. IV.
Evaluation:
2912.
A. Write the area formula of the following:
2913.
1)
rectangle
5) parallelogram
2914.
2)
square
6) trapezoid
2915.
3)
cirde
7) rhombus
2916.
4)
triangle
2917.
2918. V.
Assignment:
2919.
Solve. Show neat and clear solutions.
2920.
1)
A rice field is in the form of a parallelogram. If its base is 38 m and its height is
25 m, how many square meters can be planted with rice?
2921.
2)
The side of a roof is triangular in shape. If its side has a base which measures 6 m
and an altitude of 3.2 m, what is its area?
2922.
3)
The bases of a trapezoid measure 10 m and 15.5 m while the height is 8 m. what
is its area?
2923.
2925.
2926. Date: ___________
2927.
2928. I.
Objective:
Derive a formula in finding the surface area of a solids
2929.
2930.
Value: Preciseness and accuracy
2931.
2932. II.
Learning Content:
2933.
Deriving Formulas and Solving for Surface Areas of Solids
2934.
2935.
References: PELC III. A. 1.4
2936.
2937.
Materials:
number and label cards, cartolina, different spatial figures,
measuring device
2938.
2939.
2940. III.
2942.
1. Mental Computation: Solving for Areas of Plane Figures
2943.
1.
2944.
2.
Give each group a set of number and label cards.
2945.
3.
The teacher read a word problem on area.
2946.
Ex: A square garden measures 9m on one side. How big is it?
2947.
4.
Each group forms a correct answer.
2948.
5.
The first group to form the correct answer gets 1 point.
2949.
6.
The group with the most number of points wins.
2950.
2952.
1. Show a cube.
2953.
Ask:
2954. a)
How many faces does it have?
2955. b)
What is the shape of each face?
2956. c)
Are the faces congruent?
2957. d)
What is the formula for the area of squire?
2958.
2959.
B. Developmental Activity:
2961. a. Define surface are.
2962.
b.
Based on the answers to the above questions, derive the formula for the
surface area of the following :
Cube, rectangular prism, cylinder, cone, Read each problem then solve pyramid
and sphere
2963. c. Activity (In Groups of 4)
2964. 1)
Give each group a spatial figure. Fox ex., a show box
2965. 2)
Let each group measure the dimensions of their spatial figure and solve
for its surface area.
2966. 3)
Presentation for each group follows.
2967. 4)
Discuss importance of being precise and accurate in measuring the
dimensions of the spatial figures in order also the have an accurate measurement of
surface area for each
2969.
Write the formula then solve.
2970.
1)
the cube whose edge is 15 cm
2971.
2)
a bail whose radius is 5.5 cm
2972.
3)
a cylinder whose base is 2.3 m in radius
2973.
2975.
Review the formulas in solving for surface areas of solids. Recall how to
use these formulas in solving for surface area.
2976.
2977. IV.
Evaluation:
2978.
Find the surface area of the following: Give the formula then solve.
2979.
2980.
2981.
2982.
2983.
2984.
2985.
2986.
2987.
2988.
2989.
2990.
2991. V.
Assignment:
2992.
1)
A milk can has a radius of 4cm and a height of 11 cm. How much tin was used in
making it?
2993.
2)
A closed cone model has a radius of 7 cm and a height of 12 cm. And the amount
of material used in making the cone?
2994.
3)
A pyramid has a square base of side24 cm and the height of each triangular face
is 16 cm. Find the surface area of the pyramid.
2995.
4)
A close rectangular subdivision water tank, 7 m by 5 m, is to be painted all over.
2997.
2998. Date: ___________
2999.
3000. I.
Objective:
Tell the unit of measure used for the surface areas of solids
3001.
3002.
Value: Handling materials/objects carefully
3003.
3004. II.
Learning Content:
3005.
1. Determine the unit of measure used for the surface areas of solids 2. Sowing
for surface area
3006.
2. Solving the surface area
3007.
3008.
References: PELC III. A.2
3009.
3010.
Materials: spatial figures, puzzle, measuring devices
3011.
3012. III.
3013. A. Preparatory Activity:
3014.
1. Mental Computation Drill: Solving for areas of Plane Figures
3015.
3016.
3017.
3018.
2. Review: Formulas for Area (Plane Figures)

Match the picture with the formula for area:
3019.
3020.
3. Motivation:
3021.
1)
Divide the class into groups of 4.
3022.
2)
Provide each group a set of laboratory apparatus that are models of
spatial figures like cylinder, prism, dice, globe, funnel, Erlenmeyer flask.
3023.
3)
Let them find the dimensions using some measuring devices.
3024.
3025.
3027.
a.
Let there write a formula in solving for the surface area of each object.
3028.
b.
Let them solve for the surface area of each object.
3029.
c.
Have then explain the following:
3030.
1) What measuring devices did you use?
3031. 2) What formula did you use in finding the surface area of each object?
3032. 3)
What unit of measure did you use?
3033. 4)
Why do you have to indicate the unit of measure?
3034.
3035. Valuing: Laboratory apparatus are sensitive materials.
3036.
3038.
Solve for what is missing in each number:
3039.
1) r = 5 cm, h = 15 cm, SA = ________
3040.
2) 1 = 8.5cm,w = 6cm,h = 4cm, SA _______
3041.
3) The side of cube measures 43.6. Is it possible to solve the problem? Why?
3042.
3044.
What are the units of measure used in solving for surface areas of solids?
3045. Why is it important to indicate the unit of measurement?
3046. How do we solve for surface area of solids? What are the formulas used?
3047.
3048. IV.
Evaluation:
3049.
Solve the following problems:
3050.
1)
A triangular prism measures 10 cm by 15 cm by 16 cm. What unit of measure
should we use in finding its surface area? Why?
3051.
2)
You are to wrap a box at the right to make it beautiful. What measuring device
will you use to find out how much wrapper is needed? What is the appropriate unit of measure?
3052.
3)
A cylinder of radius 9 cm and a height of 20 cm has a surface area of 1,639.08.
What is missing in the situation presented?
3053.
3054. V.
Assignment:
3055. Create one problem for each spatial figure on finding its inches. surface area. Provide
your own answer key.
3057.
3058. Date: ___________
3059.
3060. I.
Objective:
Find the area formula of a parallelogram
3061.
3062.
Value: Orderliness
3063.
3064. II.
Learning Content:
3065.
Finding the area of a parallelogram
3066.
3067.
3068.
3069.
Materials: flashcards, cartolina
3070.
3071. III.
3073.
1. Drill: Mental Computation Basic Multiplication Facts
3074.
15 x 10 =
42 x 2 =
8x9=
16 x 3 =
16 x 3 =
3075.
3076. 2. Review: Find the area of the following rectangles/square.
3077.
1) r = 5 cm, h = 15 cm, SA = ________
3078.
2) 1 = 8.5cm, w = 6cm, h = 4cm, SA _______
3079.
3081.
1)
Present the problem on the board:
3082.
Justin is making a mosaic fro tiles that are one centimeter in area. Before
he work on his mosaic, Justin draws a diagram of what he plans to do. How many tiles
will he need for the parallelogram design he made?
3083.
3084.
2)
Ask the questions:
3085. a) What is Justin making?
3086. b) Was he right in planning first the things he wants to do?
3087.
c) If you were Justin, how would you find the number of tiles needed
for the mosaic?
3088.
3089.
3091.
a.
Activity 1 Use of Illustrations
3092.
Present the lesson through the following activities:
3093.
1)
Provide the class with cartolina. Have them copy the illustration given
above.
3094.
2)
Task:
3095.
a)
What is the measurement of the base and the height of the
parallelogram?
3096.
b)
Cut one end of the parallelogram and slid it to the other end.
3097.
c)
You should have a rectangular with the same base and height as
the parallelogram
3098.
d)
Base on the illustration, what is the area formula of a parallelogram?
3099.
Ans: Multiply the length of the base by the length of the height.
3100.
Area of parallelogram: b x h
3101.
3102. 2. Practice Exercises:
3103.
Find the area of each parallelogram region.
3104.
1)
b = 4in; h = 91n 4)
3) b = 4.6mm; h = 2.8mm
3105.
2)
b = 5.4m; h = 6m
4) b = l0cm; h = 7cm
3106.
3108.
How do you find the area formula of a parallelogram?
3109.
3110. IV.
Evaluation:
3111.
Find the area formula, then solve.
3112.
3113.
3114.
3115.
3116.
3117. V.
3118.
h = 27 m
b = 38 m
Formula = _____
Area = _____
Assignment:
Formula = n_____
Area = _____
3120.
3121. Date: ___________
3122.
3123. I.
Objective:
Find the area formula of a triangle
3124.
3125.
Value: Wise use of time
3126.
3127. II.
Learning Content:
3128.
Find the area of a triangle
3129.
3130.
3131.
3132.
Materials: plane figures like triangles, parallelograms
3133.
3134. III.
3136.
3137.
Naming of each of the following mentally
3138.
3139.
3140.
3141.
3142.
3143.
3144.
3145.
3146.
2. Review: Giving the area of parallelogram

1. b = 3.5 ft; h = 2.25 ft
2. b = 10 cm; h = 7 cm
3. b = 6.3 yd; h = 12 yd
3. Motivation:
1. Present the problem on the board
3147.
Jenn is planting carabao grass in his triangular front lawn. She bought
enough carabao grass to cover 25 square meters. What could be the best way for Jenn to
do to be sure she has enough carabao grass tocover the lawn?
3148.
3149.
3151.
1)
Divide the class into groups with 4 members each.
3152.
2)
Provide 2 congruent triangles and a parallelograms.
3153.
3)
Task:
3154.
a.
Find the area formula of a triangle by using the materials given to you.
Prove your answer.
3155.
b.
Do whatever you think will give you the concrete idea for the area
formula of a triangle.
3156.
3158.
Write the formula in finding its area, then solve.
3159.
3160.
3162.
How do you find the area formula of a triangle?
3163.
3164. IV.
Evaluation:
3165.
Identify the base and the height for each figure. Write the formula then solve.
3166.
3167.
3168. V.
3169.
Assignment:
Create your own word problems involving area of a triangle.
3171.
3172. Date: ___________
3173.
3174. I.
Objective:
Find the area formula of a trapezoid
3175.
3176.
Value: Helpfulness
3177.
3178. II.
Learning Content:
3179.
Finding the area of a trapezoid
3180.
3181.
References: BEC-PELC III. A. 3
3182.
3183.
Materials: flashcards, paper
3184.
3185. III.
3187.
3188.
Basic Multiplication facts
3189.
3190.
3191.
3192.
3193.
3194. 2. Review: Area of a triangle
3195.
3196.
3197.
3. Motivation:
1. Present the problem on the board
3198.
Ravens lot is trapezoid in shape. She wants to plant Bermuda grass all
over the area. She knew that Bermuda grass are bought per square meter. How will Raven
know the number of square meters of Bermuda grass she has to buy?
3199.
3200.
3202.
a. Activity - Modeling
3203.
1.
Provide a paper to each group.
3204.
2.
Copy this trapezoid on squared-rolled paper.
3205.
3206.
3.
Make another trapezoid of exactly the same size and shape.
3207.
3208.
4.
What figure results when you
doubled the trapezoid?
3209.
3210.
2.
Practice
Exercises/Fixing Skills:
3211.
Write the area formula
then solve.
3212.
1)
a = 15
cm
2) a = 18 m
3) b1 = 29.7cm
3213.
b = 21
cm
b = 25.5m
b2 = 42.5 cm
3214.
h = 13
cm
h = 15.7m
h = 35.9cm
3215.
3217.
How do you find the area formula of a trapezoid? Is there an effect in the
area of a trapezoid if the height is taken on either side? Why What is the area formula of a
trapezoid?
3218.
3219. IV.
Evaluation:
3220.
Find the area of the trapezoid.
3221.
3222.
3223. V.
3224.
Assignment:
Create 5 own word problems finding the area of a trapezoid.

GR-6 Char. Ed. 1st-4th

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III. Learning Experiences:

III. Learning Experiences:

1. your age plus nine

III. Learning Experiences:

II. Learning Content:

Read the selection (written on

III. Learning Experiences:

Evaluating the expressions

What operation must be used?

3. Practice Exercises/Fixing Skills:

5. (72 + 15) x 4 (625 125)

III. Learning Experiences:

2. Review: Evaluating Expressions with 2 different operations without exponents and

III. Learning Experiences:

BEC-PELC II A.1.1, 1.2.1, 1.2.2, 1.3

III. Learning Experiences:

BEC-PELC I B 1.1, 1.2

III. Learning Experiences:

2. Review: Checking of assignment

3. Practice Exercises/Fixing Skills:

III. Learning Experiences:

c. What are the data needed to solve the problem?

BEC-PELC II B.3, 3.1

III. Learning Experiences:

1. Put these boxes infront containing chips w/ numbers 0-9.

BEC-PELC II B.3, 3.1

III. Learning Experiences:

2. Review: Game Brothers/Sisters, Where Are You?

III. Learning Experiences:

2. Task: (for 5 mins. Only)

III. Learning Experiences:

- Greatest to least, which has the least value?

III. Learning Experiences:

III. Learning Experiences:

III. Learning Experiences:

III. Learning Experiences:

5. 0.4213 + 0.06 + 0.3142

III. Learning Experiences:

III. Learning Experiences:

III. Learning Experiences:

a. How far is Remy's house from Fe's house?

III. Learning Experiences:

2. Review: Identify the operation involved in a problem.

III. Learning Experiences:

III. Learning Experiences:

III. Learning Experiences:

Value: Keeping oneself physically fit and healthy

II. LEARNING CONTENT

Multiply up to 3digit factors by 1to 2 digit factors of decimals and

Reference: BEC-PELC II D.2

III. LEARNING EXPERIENCE

3. 0.403 x 0.2 4. 0.34 x 0.21

II. LEARNING CONTENT

Multiply decimals point up to the hundredths place.

Reference: BEC-PELC II D.3

III. LEARNING EXPERIENCE

The product of 0.85 and itself is _________.

Value: Keeping oneself physically fit and healthy

II. LEARNING CONTENT

Multiplying Mixed Decimals by Mixed Decimals with Hundredths.

Reference: BEC-PELC II D.4

III. LEARNING EXPERIENCE

c. 3.2 and 0.6